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Title: Augsburg College Summer Catalog, 2006
Collection: Course Catalogs
Search Result: augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in 20 academic disciplines as well as internships and independent studies. Course loads in Summer Session: Internships: In addition to those listed, Students may take up ...
Show more augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in 20 academic disciplines as well as internships and independent studies. Course loads in Summer Session: Internships: In addition to those listed, Students may take up to 2.0 credits in each summer session (sessions I & 11). However, course loads for terms that overlap may be increased based on a student's cumulative GPA (Cum GPA). Specifically, the combined credit load for Day/WEC/Rochester/United students between Spring WEC, Summer Session I and Summer Online, normally limited to 2.0 credits, may be increased to 3.0 credits if the Cum GPA is 3.00 or better. Additionally, the combined load between Summer Sessions I and I1 and Summer Online is normally limited to 2.0 credits at any one time, but may be increased to 3.0 credits if the Cum GPA is 3.00 or better. Students desiring to exceed these limits must petition the Student Standing Committee prior to registration. Unless otherwise indicated, all courses carry a value of 1.0 course credit. One Augsburg course credit is the equivalent of four semester credits or six quarter credits. internship opportunities may be arranged individually during the summer. Academic internships are carefully planned workbased learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning 612330.1148 for more information. summer session I May 30 to June 30 summer set inn July 10 to August 10 summer online June 19 to August 27 Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Commission.* The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives, Core Curriculum, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the threedigit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. * The Higher Learning Commission of the North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, 312-263-0456. Website <www.ncacihe orgz Independent study: Independent studies may be arranged in consultation with individual faculty members. Employer reimbursement: Students who qualify for reimbursement from their employers may use their reimbursement to pay for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office 612-330.1488. Additional information may be obtained at: www.augsburg.edu/summer Augsburg College Campus Box 143 2211 Riverside Avenue Minneapolis, MN 55454 For registration or financial questions: 612-330.1046 (Enrollment Center) For questions related to courses: 612-330.1025 (AcademicAdvising) Eligibility: Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term, are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dismissed by that institution. Students accepted for Summer Session are not automatically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office 612-330-1743. - 4 to register All students m:ly hegin tc Summer Session c o ~ kpn. pStudent Web registration will remain open u n t ~ l \nay 4 (Session I) and June 9 (Session . Well rexistration hours will he 8 3 0 11:59 st~~cient: registra must ~ L S L ~ L L Center h e t ~ daily. Augshurg .ourageci to use Weh 1. i ~ ~ g s h ust~lilents rg r ~ l . s o nat the Enr~)llme~it 8:30 a.m. - 4:10 p.m. M-W (8:30 ,,.,,,. - 7:C The Enrollment m. Tl~~~rsciays). Sverdrup Hall. We recol 1 nd that y calendar Augshurg stuclcnts will he billed through ,. Non-Augshu~.~ Accc stllclel,ts of till,e of registr,r ,,niLl fllll I ,lVldy ~ - summer 2006 I '-'.MIa1 (11 St1 ,for s ~ April 12 Registration begins ust he ~ , ~ ~ ~ ~ Web registration closes Session I and June 16 for Summer Session 11. Tuition must be paid in full (see Calendar), or you may be dropped from your course(s); a cancellation fee of $100 per course will apply. Augsburg students who have unpaid nces from previous terms must pay e balances before they may register for Summer Session. ~ ~ May 4 through AugNet, AugNel consi~lerecithe most current and, thus, correct. Students registering for Summer Session I must complete their registration by May 30. Signature of the instructor is needed to add a class after the first day of class. June 16 May 26 Classes begin May 30 July 10 June - *Register(addedlatefeeof$75) 19 '11 May 30 July 10 June 19 June2 July 13 June 23 I. (signature of instmtm needed; no regmations wiU be accepted after chis date) June 2 July 13 June 23 'Change grading option June 16 July 27 July 28 Withdraw from class June 16 July 27 July 28 enrollments will he cancelled one week Classes end June 30 August 10 August 27 Stllclents who decide to cancel their Grades due in Registrar's Office July 10 August 18 September 1 registration prior tu the first day of the session must complete a ilrop/acld form Schedule of Refunds: The following refund schedule is based o n the percentage at tlie Enn)llmcnt Center (this must he done in person). There is a ch:rrge of of class time remaining o n the date of the student's official withdrawal from class. This applies to all students who drop one or more courses during each term. $100 for each course cnnccllcci. Percentage of clasq time remaining after official drop or withdrawal and amount of refund: see 100% to 90% remaining-Full refund (minus $100 administrative fee) Schedule of Refunds on the next pagc. 89% to 50% remaining-Refund equals the percentage of term remaining 49% or less remaining-No refund A late fee of $75 will he assessed for students who register :liter the first day of This refund schedule is effective whether or not a student has attended classes. the term. No Session I registrations will Students registering for Summer Online must complete their registration by June 23. Note: register for online courses under Summer Session I if registering via AugNet. June 9 May 5 hefore the tirst tiny c)f the session. For rcf~~ncl information Students registering for Summer Session I1 must complete their registration by July 10. Signature of the instructor is needed to add a class after the first day of class. April 12 June 9 Balance of tuition due Register (without late fee) fill early :rncl courses with low u l d he April 12 Last day to: Change in registration: Many cc,urses catalog and course informa online - Drop class without notation If a ciiscrepancy is founcl hct II Please allow two weeks for tuition and possible financial aid adjustments to be he accepted after June 2. Nu Session I1 registrations will he acceptc~iafter July finalized. If a credit balance remains on the student's account, a credit refund check will be issued at that time. u e r registrations 13. No S u ~ ~ i ~Online will he acceptcJ after June 23. , --- - - - Y map of augsburg The tuition rat Session courses ' q $1,545 for full-rn ,. . 3 for halt s 3C stude enrolled in Summer -i o n r ummer Online may be eligible ,nancial " : A :C +L.' -..""load is z ~ s 1.0 t crl L l d i t s are listed abov~ To apply financial aid The only forms ( tinancial aid available for Summer C-cc ,,,n attendees are the Federal Pell nt, the Minnesota State lnt (i nts who meet eligibility Eligibility for Summer Session SttJ-~lts who main .time status ,d by the program in whic are enrolled) are eligible to apply for financial aid. Day program Students enrolled in eitl :ssion I or 11, or both sessions combined, may be eligible to apply for financial aid if their course load is at least 1.5 credits over the two sessions. s) and student loans. Visit bnrollment Center website to aownload an appkation form: www.augsburg.edu/enroll. The financial aid priority deadline for Summer Session is May 15, 2006. Augsburg employee tuition benefit Faculty, staff, and dependents of the College who are eligible for the maximum tuition benefit will receive a 60% discount o n Summer Session tuition. WEC program For W E C students enrolled in spring trimester, n o aid is given for Summer Session I as it runs concurrently with the W E C spring trimester. ~ l n l s r s l a t 94 e West -I' COLLEGE M A P INFORMATION I Cenler for Counseling and Health Promotion 2 Weekend and Graduatc Admissions 3 Air Slruclure Entrance (November through March) 4 Edor-Nelson Athletic Field and Seasonal Air Struclure 5 Chrislensen Center and Day Admissions 6 Commerc~alSpace 7 General office space 8 . Fass. Lobeck. Miles. Center for Worship. Drama and Communication 9 Sverdmp Hall 10 Husby-Slrommen Tennis Courts I I . Ice Arena 12 Public Reletions and Communication lnlerslate 94 East 13 Lindell Librury 14 Maintenance and Grounds Shop 15 Mortensen Hall 16 Murphy Place 17 Murphy Park 18 Music Hall 19. New Residence Hall 20 Old Main 21. Anderson Hall 22 Quad 23. Science Hall 24. Publ~cSafety Communications Center 25 Shipping and Receiving 26 Si Melby Hall 27 Sverdlup-Oftedal Memorial Hall 28. Urness Hall 29. Faculty Guest House 30 StepUP House 31 General office space with address PARKING INFORMATION A Visitor Parking B . Resident Parking C Commuter Parking D FacullylSlaffICommulerl Resident Parking E Resident Parking F Resident Park~ng G FacultylStaff Parking H FacullylSlaWPark~ng I VisitorIAdmissions Visitor Parking J FacultylStaff Parking K Commuter Parking L FaculLylStaffICommulerl Visitor Parking M Fairview-University Parking Ramp Take Washington Avenue exlt and turn left on Washington (turns right onto Cedar Avenue), turn left at Riverside Avenue, right nt 21st Avenue South. 1-94 East from MinneapolisTake 25th Avenue exlt, turn left at 25th Avenue, turn left at Riverside A\,e~u~e, turn left at 21st Avenue South 1-94 West from St. PaulAugshurg College, as afimted in its mission, does not discrimiltate 011 the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual onnttat~on,marital status, statla with regard to public assistance, or disability in its education policies, admissimts policies, scholars hi^ and loan proFams, athletic and/or school administered programs, except in those iintances where religion is a bona fde occupational qualificafion A,rgsburg College is coinmitled to providing .reasunable accommodatimu to its employees and its studstts. Take Riverside exit, turn right at Rivers~deAvenue, turn left at 2lst Avenue South 3 5 W from the SouthFollow the 1-94 St Paul signs (move to right lane after each o f nvo mergers) Takc 25th Avenuc exit and rum left at Riverside Avenue, turn left nt 2lst Avenue South session I on room assignment for a partic7 - 30 june 30.2006 I--- -I--- BUS 242.S i t h HIS 24913493) Designed Enirifonment AIS 2 6 4 3 AndersonKirnball This course addresies the designed-~nyipnment, Development of the theory of management, the intentionall\ organization, staffing, planning, and control. The nature of authority, accountability, responsibility, ,laces iiiwliich we live. We will investigate architecture, landscape - " 3 A study of the dynamics of human interaction -. American public's'perception of American Indians. Class will inc~ud:'~ecmre, discussion, film clips, and site visits to promin;nt examples of design % . and full.length m excellence and historical significance. FIN 331-S Perspective/SI Prereq.: none for 249; for 349, ENG 111 or HON Financial Management AF: Intercultural Awareness 1 Perspect' 6-9:30 p. Rm.: Science 123 - . . T, Th Rm : Old Main 17 ART 2 2 3 3 Printmaking I Bollman An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. . Ae&hktxpahqLAFinFineAm M, W 6-9:30 p.m. Rm : Old Main 4 May be taken independently of ECO 113 or 110. Prereq.: ECO 112 or 113, ACC 221, and MPG 3 ECO 112 and 113 may be taken in either order. Th Rm.: Science 123 BIO 1 2 1 3 w Rm : Old Main 29 MKT 466-S International Marketing Pederson This course examines those issues and activities unique to marketing in an international setting. Emphasis is placed on adaptation of a marketing mix according to the international marketing environment. life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Prereq.: MKT 252 earth. A student may not receive credit for both 6-9:30 p.m, from May 30 to August 1 (from the start of Session 1 to the end of Session 11) Rm : Old Main 16 Prereq.: MPG 2 Perspective/Skill/LAF: LAF in Natural Sciences and Mathematics T, Th E C O 113-S Principles of Microeconomics Gilsdorf An introduction to microeconomics: the theorv of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken Prereq.: MPG2 CHM 1 0 0 3 Perspective/Skill/LAF: Gyberg This course introduces basic chemistry concepts in Social World I or 2 Perspective; LAF in Social and Behavioral Sciences T,Th Rm:OldMain16 1-4:30 p m the context of numerous science-based issues in our Rm : Science 205 everyday lives with the goal of students having a basic understanding of the science behind issues present and in the future. EDC 2 2 0 3 Prereq.: MPG 2 Educational Technology Perspective/Skill/LAF: Natural World 2 Perspective; LAF in Natural Sciences and Psychological and philosophical dimensions of communication through the use of instructional ACC 22123 the use of live models. Emphasis will be placed on Principles of Accounting I development of perceptual drawing skills to accurately render the human form in a spatial environment. Introduction to business activities, basic concepts, and fundamentals of accounting, the accounting Mathematics (non-lab) Topics covered will include: gesture, proportion, cycle, and preparation of financial statements. 8:30 r -*?on foreshortening, skeletal and musculature anatomy, shading and rendering, and composition. 8:30 a m.-noon T: Th Perspective; LAF in Social and Behavioral Sciences Rm.: Old Main 16 1-4:30 p m M, W independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. Cheniistry for Changing Times McCaffrey A&&G Fbpmw,IAF in Fine Am M, W Rm.: Old Main 17 M, Th B10 121 and 103. Does not apply to the major or minor in biology. This course meets twice weekly and techniques of drawing the human form through , Meziou discussion of the molecular and cellular basis of This course will introduce the student to the neth hods 6-9:30 p m M, W Perspective/SkilVLAF: Western Heritage 6-9:30 p m Life Drawing Gilsdorf An introduction to macroeconomics: national economic theory to current economic problems. ART 2 4 7 3 :- E C O 11223 Principles of Macroeconomics Kapoor budgeting, capital structure, and working capital An introduction to basic biological principles with a human perspective and application. Includes . Rm.: Old Main 18 management. H u m a n Biology and Lab . M, W ~erspecke"3(/ritinESkill (ART 349 only), LAF in ~ 6 Arts e (ART 74Q ~ m l ) ) critiques complete the learning experience. 6.9:30 p.m, -Id Main 23 income analysis, monetary and fiscal policy, international trade. Application of elementary 6-9:30 p m &Fbpmw,IAF in Fine Am Rr risk and return, security valuation, capital spent painting. Slide lectures, demonstrations, and . r -- This course includes financial statement analysis, In this first-levelpainting course, students learn . 6-9:30 p.m. Bollman Most class time is 6-9:30 111 and an art, hjstory, or urban'smdies course ART 118-S important concepts of painting. overcome communication barriers. ~ers~ectiv$Skil~L Aesthetics A~: or City T; Painting I through verbal and nonverbal messages; emphasis on factors that build relationships and help to and analysis of the professional manager. architecture, urban dyigh, and urban history; class , sessions consist almost exclusively of walking tours cinema and o t h e r ~ u c himages have had on the l?C e m t o Principles of Management Kader (.5 credit) Erickson technology. Selection, preparation, production, Th Rm , Wnce 315 Rm.: Old Main 10 and evaluation of effective audievisual materials for teaching/learning situations. Computer training will be included in this course. 9-11:30 a.m. COM 3 5 4 3 Interpersonal Communication Lapakko M, W Rm.: Sverdrup 205 I A - june 30.2006 session I rI E E D 495-S learnu Topics: Elementar Physical Science or ideas of off-campus and/or communiti&?! C Gregoire will p exp~ . ropertles Is-on experiments to or ano cnanges in matter; l e n q goals, mission, needs, ' , . energy. Taking the physical concepts learned, students will develop demonstrations and lessons for Center for K-5 classrooms. Assessment is based on written requiremen assignments, a technology project, science fair nm projecc; lessons/demonstrations and I-' . 7; Th lermir " science19 , E N G 2821482-S Topics: British Novel: ~ n v e s t i s t i n gthe =iddle Victorian Thriller This course studies the novel of suspense, mystery, and terror in 19th.century Britain, from Frankenstein early in the century to Dracula at its end. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that politer domestic fiction hardly hinted at. Perspective; Writing Skill (HIS 349 only), LAF in Humanities (HIS 249 only) variety of small pmjects. Projects will involve creativity, teamwork, research, writing, and some computer skills. 1-4:30 p m Rm: LindeU 16 fim 9-3 p.m on 5/26,30,31; 6/1,2, and 3 T, Th Rm : Science 123 I N S 399-S Internship 4 Olson A work or service-based experience in which the INS 2 2 5 3 Introduction to Islam Schield 3ritical t h ~ n k ~ nabout e statistics as evidence. Focus irn associativl '..--':3n, observational studies, experiments, ounding, bias, and chance. Review common ques involving statistical percentages presented in tables and graphs. Use I N S 255.S Paideia Seminars arguments. Emphasis o n interpretation, and communication' 7; Th design a learning agreement plan that links course education, and graduation skills with the learning opportunities inherent in the internship. The and Islamic patterns of life. wldll/LAF: student, faculty sponsor, and work site supervisor theories and concepts across disciplines, general (Shariah), Islamic economic and political systems, 6.9:30 p m standardization to take into account the influence of confounders. Analysis of statisticall~based Kader The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law opportunism. St , nditional reasoning using English to describe and compare rates and hm Rm.: Old Main 15 student must complete a n academic learning portfolio based o n the internship. Students must consult with the faculty sponsor and Lois Olson in the Center for Service, Work, and Learning ~ ~ Students will participate in a series of seminar discussions following the Paideia seminar format as regarding ~ f requirements m and~ get permission ~ to register. P/N grading only. Satisfactory completion will fulfill the Augsburg Experience developed by Mortimer Adler. Seminar topics requirement. emphasize selections that help studenu to think Prereq.: MPG 6-930 P.m. Topics modeling and workflow. After learning about each topic, students will work in international teams on a ister. yvi* ' tudents must be Elemeniav Education majt cwo from Germany. Perspective/SkilVLAF: Aesthetics or City 111 and an art, history, or urban studies course tanve ~ e a S o n i n g / science lab graduation requirem include managing international projects, accounting and finance for non-financial managers, and process ~ r kand , Learning regarding GST participation. This course does ElnT 0-Y:>Up.m. S~roir from Augsburg and excellence and historical significance. Prereq.: none for 249; for 349, ENG 111 or H O N c ~ o nc reflection assignn on a1 course knowledge, unaencanding ot cne organization,' workplace, and an awareness of societal issues that may affect the workplace. Students must con-Jrwith Lois Olson in the position, motion, and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer and site visits to prominent examples of design critically, understand timeless ideas, listen carefully, Rm.: Lindell '1 M, W and question thoughtfully. This course is ideal for education, social science, and language arts majors. ML 589-S We will read several of the best of these thrillers, This course may also be taken for p d u a t e credit. Topics: Comprehensive Examination investigate the culture that produced them, and For registration, contact Anne Kaufman (612-3301188 or kaufman@augsburg.edu). This course will The purpose of this seminar is to prepare students for a set of comprehensive examinations as the be held from June 20-24. Perspective/SkilVLAF: Critical Thinking Skill 8:30 a.m. 4p m. M-F Rm.: Old Main 25 completion capstone of the Master of Arts in Leadership. Students will experience a n intense, collaborative, and directed integration of their INS 2 9 5 4 Topics: International Projects successful completion of the examinations. The examination has three parts: a take-home written work to determine why they have continued to Western Heritage Perspective; LAF in Humanities T, Th Broek A n analysis of chemical abuse and what can be done for the abuser, Includes information about school health education and services. Prereq.: ENG 111 1-4:2n * n H P E 115-S Chemical Dependency (.5 credit) appeal to successive generations of readers. Perspective/Skill/LAF: . Rm.: Old Main 10 8:30 a.m..noon T only Rm.: Murphy I11 understanding of leadership expressed through Schwalbe, Stoller This course is a joint venture, organized and taught by H I S 2491349-S (with A R T 2491349-S) GST 0 0 9 3 Co-op Olson The GST 009 Ceop Work Experience is a O-credit option for the Augsburg Experience, This option utilizes students' employment related to their major, and through reflection links on-campus Designed Environment Kimball/Anderson This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, urban design, and urban history; class sessions consist almost exclusively of walking tours Pike faculty from both Augsburg College and the Bemfsakademie in Karlsmhe, Germany. The course will be taught in English, with half of the participants from each institution. All majors are welcome. Half of the course will take place in Karkruhe, Germany, and half in Minneapolis. The course consists of workshops in different topics taught by two faculty section (based primarily but not exclusively on the customized readings), a group oral examination, and a four-hour seated examination. P/N grading only. This course meets two week nights and Saturday morning. Final course schedule will be available mid-April after negotiation with members of the class. Prereq.: All MAL courses must be completed; may be in last course in spring trimester 2006 1- session I way 30 miE -h 1-S Mikkelson the signs and syntax of ASL. j , 30,2006 Perspective/Skill/LAF: Social World 1 or 2 P O L 160.: Perspective; Critical Thinking Skill; I A F in Social and Behavioral Sciences World Politics 6-9:30 p.m. This course is an history, and maj, relations. It expl T, Th Rm : Old Main 27 uction to the dynamics, S W K 280-S Diversity and Inequality for Professional Practice Boisen This introductory course explores diversity and social inequality as a prerequisite to professional e* of international of peace, sustainable practice in social work, nursing, and education. The course provides a basis upon which culturally ling Christian Vocation a n d the Search for Meaning I1 Quanbeck, I1 Beginning Sign Language I An introduction to deaf culture and the signs and syntax of ASL. Students o b s e r signing, demonstration of signs. practic .'-- 4 which we are be, nore and more connected? Continued learning occurs through facilitated theological questions and positions, and o n dialogue among class participants. Students learn with and from each other about differences and areas of biblical interpretation and the historical, cultural and global contexts of Christianity and other similarities in experience that accompany world religions. Evaluation by quizzes and responses diversity learning in other curriculu~nareas, such as to readings and four theological position papers. S O C 265: Race, Class, and Gender, and ENG 111: Prereq.: REL 100 Effective Writing. What impact d o international developments have on our lives in the Twin Cities? 8:30 a.m.-noon of-hearing people. p e r s p e c t i v e / ~ k i l l / ~ ~ntercllltural ~~: A~~~~~~~~ 2 Perspective/Skill/IAF: Social World 1 or 2 Perspective; I A F in Social and Behavioral Sciences REL 2 0 5 3 Perspective; Modern Language 1 6-9:30 p.m. and learn the facial expression needed to communicate clearl~ 6.8:30 p.m. M, T, W p y language eaf and hard- M, W Rm: Science 108 Rm.: Old Main 25 SPA I l l - S Steinmetz Beginning Spanish I Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. Perspective/Skill/IAF: Intercultural Awareness 2 Perspective; Modern Language 1 8:30-11 a.m. T, W Th Rm.: Old Main 26 SPA Ill-T Steinmet' Beginning Spanish I Aims to develop four basic skills: understanding, P O L 241-S Environmental a n d T, Th Rm : Old Main 16 Exploring Topics i n Religion: Self, Sin, a n d Sex: T h e H u m a n Person i n Christian a n d Contemporary Thought Lowe In our contemporary situation we face difficult Underhill-Cady Initial learning occurs through self-exploration. This course focuses on articulating students' own recognizing and evaluating religious claims in the ASLWI-T competent professional helping skills can rest. categorical group identity. It is meant to build o n Prereq.: S O C 265 or permission of the instructor T, Th Rm : Old Main 23 6-9:30 p m S O C 265-S Race, Class, and Gender Fischer We live in a stratified society. What that means is that individuals from diverse backgrounds in terms This course examines the political dynamics questions concerning the human person. Some of these questions are: W h o or what is the self! of race, ethnicity, gender, sexual orientation, and relating to our local, urban, and campus What is sin? How are we to understand sexuality environment and relationship to the communities and ecosystems of the Upper Mississippi Watershed and gender? The biblical witness and the Christian class receive unequal portions of wealth, power, and prestige in society. This course seeks to explain River Politics and larger, global environment. Topics explored include campus sustainability, the environmental implications of our daily choices, local water, air and soil pollution, the lock and dam system o n the Upper Mississippi, invasive species and biodiversity, climate change, waterfront economic development, how we come to think in terms of racial and tradition has said a great deal about the self, sin, and sex, but at times these familiar sources seem gender and sexual categories in the first place. inconsistent with our modern views. We will Then we address the social consequences of these various dimensions of inequality in various social encounter the work of contemporary secular thinkers who challenge many of the anthropological claims of the theological tradition and suggest new ways of envisioning the self, sin, urban sprawl, and energy production. The class and sexuality. speaking, reading, and writing of elementary will look at the challenge of balancing economic Prereq.: ENG 111 or H O N 111, AND REL 100, or Spanish. Introduction to the culture of the development, social justice, and environmental REL 111 or REL 221 or REL 300 Spanish-speaking world. stewardship in the region. There will be weekly Perspective/Skill/LAF: Intercultural Awareness 2 Perspective; Modern L~nguage1 Th Rm.: Old Main 26 6-8:30 p,m. excursions to sites along the river, in.class debates, and opportunity to meet with stakeholders working on various river-related issues. Perspective/Skill/LAF: Humanities Christian Faith 2; I A F in T, Th Rm.: Old Main 23 institutions including education and the workplace. We discuss both the collective and individual processes involved in creating social inequality. Perspective/Skill/IAF: Intercultural Awareness 1 Perspective 6-9:30 p m M, W Rm : Science 205 -hT.w*tf on room assignment fc? M K T 35743 BUS 3 4 0 3 r a tool for visual Personnel function in business, acquisition, and Meziou Advertising An introduction to print, broadcast, and W e b sing black and white utilization of human resources; desirable working based advertising and promotion as important relationships; effective integration of the worker elements in modern marketing and Raschke The came., ,, AID ~ $ 5 - S Introduction t d Indian Studies ~n , creativity and expres: American In he covered inclu hers, history, ctive; I A F 1. Cerrito H u m a n Resource Management with the goals of the firm and sociely. communications. This course combines classroom Prereq.: BUS 242 or consent of instructor and hands.on learning tools. 6-9:30 p.m. T, Th Rm : Sverdrup 206 6930 P m 7; Th Rm : Old Main 13 in Fine ~ r t s g contem d the T; Th Minnesota R m : Old Main 4 BUS 4 4 0 3 J. Cerrito Strategic Management Concepts and principles related to the management Perspective Graphic Desig Ild Main 10 A R T 100-S Staff Tom Class is formulated to engage the creative, This course introduces basic chemistry concepts in techniques of g...,...~ design using page layout software. Emphasis will be placed on designing and sectors. the context of numerous science-based issues in our everyday lives with the goal of students having a with text and image. 6.9:30 p m This course is a roduction to the principles and M, W 6.9:30 p m Prereq.: BUS 242 or consent of instructor M' Rm : Old Main lo Aesthetics Perspective; Speaking Skill; LAF in Fine Arts R m : Fuss 2ZB Principles of Computing tor Business Kattke An introductory course to develop understanding of basic computing concepts and specific skills in using microcomputer software (Windows, Word. the creation of stained glass projects. The unique interplay between concept, design, and light within stained glass has the ability to inspire our hearts and minds in the environments in which we live, A C C 222-S play, and pmy. Student lab fee of $110 will be A continuation of ACC 221. Introduction to cost Emphasis on solving business-related problems using software, especially Excel. Students with a applied to glass, hand tools, and other accounting for manufacturing. Basic concepts and strong computer background should take MIS 260 miscellaneous consumable supplies. Mininium of eight hours per week outside of class time required. fundamentals of managerial accounting, planning and controlling processes, decision-making, and or 270 instead of MIS 175. Perspective/Skill/LAF: behavioral considerations. 6.9:30 h m . M, W Rm.: Old Main 1 Principles of Accounting T, Th Kader Prereq.: MPG 3 1-4:30 p rn Rm : Old Main 18 ART 1 0 2 3 ' Tom A study of design as the unifying foundation for BUS 2423 Principles of Management l? Cerrito Rm': Soerdrup 201 Meziou Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, economic, Development of the theory of management, and technological factors as they affect product, projects demonstrating the use of the basic design elements and principles. organization, staffing, planning, and control. We will examine the nature of authoriw, accountability, price, promotion, and distribution decisions. Perspecrive/Skill/LAF: and responsibility: analysis of the role of the Speaking Skill; LAF in Fine Arts 1-4:30 p.m. M, W manager Rm.: Old Main 4 6.9:30 p m M, W T; Th Rm : Science 315 Rm : Old Main 29 COM 3 2 9 3 Intercultural Communication Lapakko implications for communication, including differences in values, norms, social interaction, and code systems. the visual arts. Two. and three-dimensional Aesthetics Perspective; a m.noon This course explores cultural differences and their MKT 2 5 2 3 Principles of Marketing Design Perspective/Skill/LAF: Natural World 2 Perspective; LAF in Natural Sciences and Mathematics (non-lab) Excel, Access, PowerPoint, email, and Internet). I1 Prereq.: ACC 221 8:30 a m -nuon basic understanding of the science behind issues present and in the future. Prereq.: MPG 2 MIS 1 7 5 3 imaginative, and technical process associated with LAF in Fine Arts Gyberg of operating functions taught from a managerial viewpoint with examples from various industries Perspective/Skill/LAF: Fundamentals of Stained Glass C H M 100-S Chemistry for Changing Times 6.9:30 p m M, W Rm : Old Main 13 Perspective/Skill/LAF: Perspective 6-9:30 p m Intercult~~ral Awareness 1 M, W Rm : Old Main 16 - uly 10 august 10,2006 SPE 4241524-T Etiology and Origins of Learning Disabilities E D C 206156 Diversitywi h e r i c a n Indians This course e uman diversity and human relations. It fi human e Education Department . legislation, and f nnesota Arnerican Indian iption within the licensure require1 program. fi 6.930 p 3 Staff a-s " ?ldMninII m- :etary operations. The psychologlcal, cognitive, and behavioral) applied to I setting with K-I a n d tllrough reflection links on.campus learning to ~~nderstanding learning disabilities. The course will the goals, mission, needs, or ideas of off-campus people, organizations, and/or " also provide a critique of current pl~ilosophical 15, EED 520, ESE 500, or consent positions in the field. Sti~dentswill also acquire communities. The required co-op reflection knowledge related to accessing infor~nationrelevant assignnlents to the field of learning disabilities. knowledge, understanding of the organization/ workplace, and an awareness of societal issues that may affect the workplace. S t ~ ~ d e nmust t s consult (off-campussite) 'e of school in modern society, relationships wit community, collaborative models, I( ents and h i p and EED 200-S professional development. Sel 1 theoretical Elementary Education Earth Science 8:30 a.m.-noon dents. 10 a.m:noon M, W A,,~, 1. n.oon Rm.: Sverdrup 202 Stangl This course is designed for elementary education Social World Perspective; Rm.: Old Main 18 T, Th Rm.: Old Main 26 SPE 4 3 4 1 5 3 4 3 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt and earth science subject matter standards for initial having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, ~ n a t h reasoning, , and licensure. M, W Rm.: Old Maln 4 Jacobson The study of student reading development, the of Learning Disabilities knowledge and use of gathering and analyzing data This course will focus o n the history and context of of students' reading, and designing appropriate learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as reading curriculum based o n this information. Clinical experience hours will be included. The various theoretical models (sociological, biological, course is required for students obtaining their K-12 Reading Teacher Licensure Endorsement. Coreq.: E D C 510 prereq.: EDC 505, EED 520, ESE 500 or of instructor R ~ ~: July 5-11 8 a.m,.3 p,m Staff psycliological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant ~ ~ (off<amp~usitc) 2 to 0the field 2 of learning disabilities. 8:30 a.m..n0on 7: Th Rm.: Old Main 13 ~ ~ focus on application of implement de\.elopmentally appropriate instruction and Learning regarding reqilirements and get permission to register, STORY that support the learning of students identified as on the modifications involved in these areas and the planning process involved. SPE 4241524-S Etiology a n d Origins ~ i with Lois Olson in the Center for Service, Work, Staff problem-solving skills. There will be a strong focus EDC 5 0 8 3 K-12 Reading Assessment a n d Evaluation 8 a.m-noon 6.9:30 p.m. majors and includes earth science "hands-on" inquiry-based activities that model the teaching and learning process of scientific inquiry. Meets basic 5:30-9 p.m. July 11-18 option instruction d Emphasis on points of view about t' Perspective/Skill/lAF: Writing Skill look at the origin of learning disabilities, as well as d ~ ~Olson ~ w o r k ~~~~~i~~~~is a ~ . ~ ~ ~ d for the ~~~~b~~~~ ~ hi^ option ~ ~ students' employment to their major various theoretical models (sociological, biological, School a n d Society cation cooperative ~ ~h~ GST 009 Zli~deopportunities to apply r f reading development and muctor Prereq.: PPST and admission to Department GST 0 0 9 3 clinical portion \. skills and k n o d a preparation for student teaching. Staff Tliis course will focus on the history and context of learning disabilities (LD). This includes an in-depth 1-4:30 p.m. T, Th Rm.: S~'erdrup 206 SPE 4341534-T Teaching Content Areas to Students W i t h Learning Disabilities Staff Tliis course will teach stu~lentsto identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listeninn comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. 6-9:30 p.m. M, W Rin.: Old Main 26 H I S 332.S U.S. ~~~~i~~ ~ ~ l ~ Scott ~ A survey of U.S. foreign relations from the A~~~~~~~~~ ~~~~~l~~~~~ through Cold War, emphasizing cllanginp definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the U.S. as an economic and n1ditary power. Perspective/Skill/LAF: Western Heritage Perspective 6-9:30 p.m. M, W Rm.: Old Main 13 i ~ world. Many limi Olson A work or set\ lsed experience in which the C r e a t e and interpret graphs, especially of linear and exponential models. method were discoverec reflections of those lim Prereq.: MAT 103 with grade of P or MPG2 and at catastrophes. Thi least one year of HS algebra M, W 6-9:30 p m limitations so t h a ~ q ~ ~ e s t i o ntos ask o its claims as M A T 138-S Mathematics for Elementary Teachers 11 Rm.: Science 108 clearly with deaf and hard*[-hearing people. Prereq.: ASL 101 Intercultural Awareness 3 Perspective/Skill/LAF: Perspective; Modern Language 2 6.8:30 p m M, T, Rm.: Old M a ~ n2 5 SPA 1 1 2 3 Boursaw Beginning Spanish I1 Steinmetz Concepts of number, operations, algebra, geometry, Aims to develop four basic skills: understanding, measurement, data analysis, and probability with a n speaking, reading, and writing of elementary emphasis on the processes of problem-solving, Span~sli.Introduction to the culture of the Spanish- IcgAtutLtg requirements and get permissior e United States, Global @f%i%s, a n d Universal Responsibility: A Nicaragua P------'ive DeGracia reasoning, connections, communication, and speaking world. register. P/N grading only. Satisfactory This course loc representation. These courses are designed for I F er for Service, Work, and Learnin~ CI responsibility and : concept of universal :onnectedness through the perspective of Nicaragu,, a country that has a long history of U.S. relations. Nicaragua is the second poorest country in the hemisphere and, like all of Latin America, struggles with issues and decisions prospective KK-6 elementary school teachers. Assessment includes exams, projects, gateway exams, and reflections o n readings about K-6 niathematics education. Prereq : MAT 137 or MPG Perspective/Skill/IAF: Creating a Compelling weeks in Nicara~ua. Registration for this course is tl~roughCGE. in Natural Sciences and Mathematics Skill; 6-9:30 p rn M, W Rm.: Science 205 Literature Review Lashbrook 6-9:30 p.m. M, Th Quantitative Reasoning ASL 102-S Mikkelson literature, how to organize and express your own ideas, how to write a review and how to correctly use applications of algebra to the social and natural of signs, practice their own sianing, and learn the APA style. This course employs a variety of active learning ~nethods.Since the ultimate goal is to be sciences, business, and everyday life. It's okay if you able to create a compelling literature review, all Specifically, in this course, you'll learn to: .Understand the concepts of variable, fac~alexpressions and body language needed to communicate clearly with deaf and 1hard.of.hearing people. activities build toward that goal. 6-9:30 p.m. M, Th Rin.: Sverdrup 206 M L 599-B Topics: Leadership a n d Limitations to Natural and Social Science Increasingly scientific achievement is seen to be a more critical component than mil~tarypower for a country on the world scene. Science and technology enable economic success in a n intensely competitive Intercultural Awareness 3 syntax of ASL. Students observe the den~onstration 6-8:30 p m. Prereq.: ASL 101 Perspective/Skill/LAF: Perspective; Modern Language 2 .Estimate and evaluate the reasonableness of answers. Perspective/Skill/LAF: Perspective; Modern Language 2 .Make connections between verbal, numeric, geometric, and algebraic ways of looking at *Use a scientific calculator. Steinmetz Aims to develop four basic skills: understanding, An introduction to deaf culture and the signs and proportionality, and linearity. dependencies. Crockett SPA 112.T Beginning Spanish 11 Prereq.: SPA 111 Beginning Sign Language I1 M A T 10523 Applied Algebra Haines In this course we will explore a number of don't remember much algebra; we'll review as we go! Rtn: Old Main 26 Spanish Introduction to the culture of the Spanishspeaking world. to construct a sound argument and research questions or hypotheses using scholarly literature. research critically; how to analyze the arguments and validity of supporting evidence from selected T; W; Th speaking, reading, and writing of elementary Rm.: Anderson 101 You will learn how to select, classih, and read Interculti~ralAwareness 3 Perspective; Modern Language 2 8:30-11:OO a m related to globalization. This course includes two The purpose of this course is to develop the ability Perspective/Skill/LAF: 4 M L 513-T a~ Prereq.: SPA 111 Interculti~ralAwareness 3 Rm : Old Main 26 M U S 160-S Fundamentals of Music Theory Holroyd Class will provide students with a basic introduction to music notation and reading instruction in T, W Th Rm : Sc~ence212 Beginning Sign Language 11 Trainer 6-8:30 p m T W; Th ASL 102-T rhythm, note reading, scales, key signatures, intervals, triads, listening analysis, and introduction to the piano keyboard. This class will prepare students intending to pursue a music rnajor/minor .Use and solve equations, especially of linear, An introduction to deafculture and the signs and with the necessary skills to enroll in muslc Theory 1, and will prov~denon-music majors with music quadratic, and exponential models. syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial fundamentals. expressions and body language needed to coniniunlcate Perspective/Skill/LAF: 6-9:30 p m LAF in Fine Arts r, rh Rm : Music 5 4 . \,. mu! session I 10.2ms Prereq.: Jr. or Sr. standing; introductory courses in women's studies, biology, or consent ..,.. 362-S M Walking t h e T Culture, p endi n Sub-Sahara Introduction to ? 'I The United State Hailongakuning Fish I described as a mosaic because of its tmc p. ;rear diversity is not ba mply o diversity. American ~ n dracial heritage. akl&ese are imp= gmponmts, but also 4 ender sexual orientation, political ace within the economic system. affiliat alltong the inhabitants of the United has produced a nlultitude of perceptions of ty nvolved in curbing the crisis in Nan Critical reflection on the unequal infection rate. - and interactior between women and lnen illuminates-underlying purpose of chi: cultural beliefs, values, and traditior foundation in the promote and hinder the spreac, ' 'I u .. American Society." The is to provide a solid ne of sociology while exploring the central coyponents of "American Society" in light of this diversity. African populations. The course Namibia in collaboration with facTty I d staff from .'" Augsburg's Center for Global Educatkon Perspective/Skill/IAF: and the University of Namibia. Dates: July 6-23 (includes travel time to and from Namibia). For 6.9:30 p.m. # Social World Perspective; LAF in Social and Behavioral Sciences T, Th Rm.: Old Main 18 more ~ n i o r n i e r ~ t.,)tir.lcr ~n .jli:~r<,r~ WnJe ai 612.330. 1214, ~ . I , I ~ ~ O . I Icdtl. I~~I~II~ W S T 362-S S W K 699.S Assessment and Diagnosis i n Mental Health Practice Boisen/Syers This is an elective course which explores Walking the Truth: Culture, Gender, and HIVIAIDS i n Sub-Saharan Africa Hailongahuning This broad-based course explores the influence of culture and gender o n the HIV/AlDS pandemic in psychopathology and the role of social workers in Sub-Saharan Africa. The epidemiology of AlDS in assessment and diagnosis of mental health in a Africa is examined through readings, structured variety of service settings. The course examines dialog, and service-learning experiences with persons actively involved in curbing the crisis in Namibia. psychopathology and mental disorders from a systems, ecological, and strengths perspective. Critical reflection on the unequal infection rates Emphasis is placed o n understanding between women and men illuminates underlying biopsychosocial influences on the incidence and course of the most comnlonly presented mental cultural beliefs, values, and traditions that both promote and hinder the spread of HIV within disorders and the differential effect of these factors African populations. The course is taught in o n diverse populations at risk. This is a prerequisite for SWK 627 Family Practice Elective: Mental Augsburg's Center for Global Education Health Practice, and is strongly encouraged as preparation for the state licensing exam. 6-9:30 p.m. T, Th Rm.: Old Main 16 Namibia in collaboration with faculty and staff from and the University of Namibia. (Fulfills the global experience requirement for a major or minor in Wonlen's Studies in Augsburg's Core Curriculum.) of instructor(s). Dates: July 6-23, (includes travel to and from Namibia). For more information contact Sharon Wade: 612.330-1214; wades@augsburg.edu summer online june i a r o augu! 27 summer session application form .- er Online courses are delivered over the Internet to allow st& ity to or) , ize their work. Students will need access to a personal computer with a browser and Internet connection. While students are required to log in to the course several times a week to participate in discussions and l G . . 1~in work, they will not need to do this at specific times. Some classes may require occasional classroom leekel meetings rrnd these will be held during weekday eveni--accommodate work schedules. I 1 . ART 240-L Art History Survey Egezrger hthtcs Lotti A survey of art of the Western world from By studying oui prehistoric to modern times. Includ consider the base judgments. T h e course explores major philosophical research, viewing images, and visits to museums. approaches to evaluating moral actions and then applies theln to contemporary issues. Christian Perspective/Skill/LAF: Aesthetics or Western Heritage Perspective; Critical 1 beliefs, ethics helps students o make moral tg ethics will inform the considerations. Students who Skill; LAF in Fine Arts receive credit for pH1 120 may not receive credit for I FIN 240-L Personal Finance K~~~~~ 125. Perspective/Skill/lAF: Christian Faith Perspective; Critical Thinking Skill; I A F in Humanities, Critical Thinking Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and POL 121-L American Government and Politics estate planning. b ECO 113-L Principles of Microeconomics stein introduction to microeconomics: the theory of household, firln, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of E C O 110 or 112. E C O 112 and 113 may be taken in either order. Ptereq.: MPG 2 Perspective/Skill/LAF: Social World 1 or 2 Perspective; LAF in Social and Behavioral Sciences Hedblom Surveys major parts of American national govern~iient-including Congress, the presidency, and the courts-as well as campaigns and elections, b federalism, interest groups, and political parties. Per~~ective/Skill/LAF:Social World 1 or 2 Perspective; LAF in Social and Behavioral Sciences Summer Session applications are available online at: <www.augsburg.edu/enroll/registrar>then click on "Download Registrar Forms."
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Title: Augsburg College Undergraduate Catalog, 2006-2008
Collection: Course Catalogs
Search Result: A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6 TO 2008 www.augsburg.edu 2211 Riverside Avenue Minneapolis, MN 55454 2006 to 2008 Catalog AUGSBURG COLLEGE Augsburg College Catalog 2006-2008 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330...
Show more A U G S B U R G C O L L E G E C ATA L O G 2 0 0 6 TO 2008 www.augsburg.edu 2211 Riverside Avenue Minneapolis, MN 55454 2006 to 2008 Catalog AUGSBURG COLLEGE Augsburg College Catalog 2006-2008 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2006 www.augsburg.edu Photos by Stephen Geffre A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find that they not only tell you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 18 Undergraduate Admissions – 19 Day Program – 20 Weekend College – 21 Financing Your Education – 23 Student Life – 39 Academic Information – 53 Departments and Programs – 93 Includes majors, minors, and course descriptions College Information – 317 Board of Regents – 318 ELCA Program Unit for Vocation and Education – 319 Faculty and Administration – 320 Faculty Emeriti – 339 Maps – 342, 343 Index – 345 4 2006-2007 ACADEMIC CALENDAR, DAY PROGRAM (AND MPAS PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2006 Summer........................................Freshman registration Sept. 3-5/Sun.-Tues. ....................New student orientation Sept. 6/Wed. ................................Classes begin Oct. 27/Fri. ..................................Mid-term break (one day only) Nov. 13-Dec. 1/Mon.-Fri. ............Registration for spring Nov. 23/Thurs. ............................Thanksgiving recess begins Nov. 27/Mon. ..............................Classes resume Dec. 15/Fri. ..................................Classes end Dec. 18-21/Mon.-Thurs. ..............Final exams Spring Term 2007 Jan. 16/Tues..................................Classes begin Mar. 19/Mon. ...............................Mid-term break begins Mar. 26/Mon. ...............................Classes resume Apr. 2-13/Mon.-Fri. .....................Registration for fall Apr. 6/Fri. ....................................Easter break begins Apr. 27/Fri. ..................................Classes end Apr. 30-May 3/Mon.-Thurs. .......Final exams May 5/Sat. ....................................Baccalaureate/Commencement 2007-2008 ACADEMIC CALENDAR, DAY PROGRAM (AND MPAS PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2007 Sept. 5/Wed. .................................Classes begin Oct. 26/Fri. .................................Mid-term break (one day only) Nov. 22/Thurs. .............................Thanksgiving recess begins Nov. 26/Mon. ...............................Classes resume Dec. 14/Fri. ..................................Classes end Dec. 17-20/Mon.-Thurs. ..............Final exams Spring Term 2008 Jan. 14/Tues..................................Classes begin Mar. 17/Mon. ...............................Mid-term/Easter break begins Mar. 25/Tue. .................................Classes resume Apr. 25/Fri. ..................................Classes end Apr. 28-May 1/Mon.-Thurs. .......Final exams May 3/Sat. ....................................Baccalaureate/Commencement 5 6 2006-2007 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (EXCEPT MPAS AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2006 Class Weekends: Sept. 8-10, Sept. 22-24, Oct. 6-8, Oct. 20-22, Nov. 3-5, Nov. 17-19, Dec. 1-3, Dec. 8-10 (WEC only) Winter Term 2007 Class Weekends: Jan. 5-7 (MA Nursing and MSW only), Jan. 12-14, Jan. 26-28, Feb. 2-4, Feb. 16-18, Feb. 23-25, Mar. 9-11, Mar. 23-25 Spring Term 2007 Class Weekends: Mar. 30-Apr. 1, Apr. 13-15, Apr. 27-29, May 11-13, May 18-20, Jun. 1-3, Jun. 15-17, Jun. 22-23 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2007-2008 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (EXCEPT MPAS AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2007 Class Weekends: Sept. 7-9, Sept. 21-23, Oct. 5-7, Oct. 19-21, Nov. 2-4, Nov. 16-18, Nov. 30-Dec. 2, Dec. 7-9 (WEC only) Winter Term 2008 Class Weekends: Jan. 4-5 (MA Nursing and MSW only), Jan. 11-13, Jan. 25-27, Feb. 1-3, Feb. 15-17, Feb. 29-Mar. 2, Mar. 14-16, Mar. 28-30 Spring Term 2008 Class Weekends: Apr. 11-13, Apr. 25-27, May 9-11, May 16-18, May 30-Jun. 1, Jun. 6-8, Jun. 20-22, Jun. 27-28 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ..............................................................................................................330-1749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Undergraduate Admissions .........................................................................................330-1001 Toll-free number .......................................................................................1-800-788-5678 Alumni Relations.........................................................................................................330-1178 Toll-free number .......................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Event and Classroom Services ....................................................................................330-1107 Development (financial gifts to the College) .............................................................338-0002 Toll-free number .......................................................................................1-800-273-0617 Enrollment Center ......................................................................................................330-1046 Toll-free number .......................................................................................1-800-458-1721 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only) ...........................330-1000 Fax ..................................................................................................................330-1649 Graduate Programs .....................................................................................................330-1150 Human Resources .......................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communications ................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Program...............................................................................................507-288-2886 Student Activities and Orientation .............................................................................330-1111 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Weekend College – 12 Rochester Program – 13 Campus Location – 14 Facilities and Housing – 14 Associated Support Organizations – 16 Policies – 17 Accreditation and Memberships – 17 Facts and Figures – 18 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime—writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. The Weekend College Program offers 19 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character—ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. 12 About Augsburg A College in the City AUGSBURG TODAY . President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Augsburg continues to reflect the commitment and dedication of the founders who believed: Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg also offers graduate and undergraduate level nursing courses as well as supporting degree courses through its Rochester Program based in Rochester, Minnesota. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 18,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. ■ WEEKEND COLLEGE Augsburg’s Weekend College program provides an educational alternative to adults who want to complete a baccalaureate degree but who work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. About Augsburg 13 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today with approximately 1,000 students enrolled each term and 19 majors, Augsburg’s Weekend College is one of the largest programs of its type among Minnesota private colleges. Faculty in Weekend College are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. The Weekend College student body is involved in student government, and students participate in academic and extracurricular activities such as the student newspaper, travel seminars, and student organizations. Augsburg Weekend College continues its tradition of innovation to meet the needs of the adult and nontraditional student. The Adult as Learner Augsburg Weekend College is based on the assumption that working adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekends To accommodate this learning format, classes generally meet on alternate weekends for three and a half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. Weekend College students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both day and Weekend College students. The academic year for Weekend College is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages Weekend College students to make use of College facilities such as Lindell Library and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Weekend College Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree and all consider teaching to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER PROGRAM Augsburg has established a branch campus in Rochester, Minnesota. Classes in Rochester meet on an evening schedule, making them accessible to working adults. 14 About Augsburg There are three trimesters in each academic year. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. Further information may be obtained from the Rochester program website at www.augsbur g.edu/rochester> or by call<w ing the Weekend College Admissions Office at 612-330-1101. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—Fairview-University Medical Center—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 343.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for the day program is located on the first floor of Christensen Center. The Weekend College Admissions Office, Rochester admissions, and the Graduate Studies Admissions Office are located at 624 21st Avenue South. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. Eighth Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communications. Campus Auxiliary Building — Located on the corner of 25th and Riverside Avenues, this building provides guest housing for visiting faculty, as well as retail space and additional campus office space. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue South. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, bookstore, art gallery, and offices for student govern- About Augsburg 15 ment and student publications. The Office of Undergraduate Admissions is located on the first floor. Edor Nelson Field — The athletic field, located at 725 23rd Avenue South, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Faculty Office House — This house, located at 620 21st Avenue South, provides additional office space for faculty. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the gifts of Julian and June Foss and was built with the additional support of many alumni and friends of the College. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the StepUP program. The Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS) program. Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The Gage Family Art Gallery is located on the second floor. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. The Jeroy C. Carlson Alumni Center — Named in 1991 to honor Jeroy C. Carlson, senior development officer and former alumni director, upon his retirement from Augsburg. The center, with the Office of Alumni Relations, is located on the main floor of Science Hall. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs — Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color — American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. New Hall (1999) — A three-story apartment complex along 20th Avenue, between 7th and 8th Streets housing juniors and seniors in units from efficiencies to two-bedroom suites. 16 About Augsburg Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Science Hall (1949) — Houses classrooms, well-equipped laboratories, a medium-sized auditorium, faculty offices, the finance and administration offices, Alumni Relations, Parent and Family Relations, Institutional Advancement, and various other program offices. In 1960 the Lisa Odland Observatory on the roof was completed. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to lifelong learning and to programs that increase both individual and group understanding and achievement. College of the Third Age — In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods. Many of the instructors are retired Augsburg faculty. The College of the Third Age is located in Foss Center, Room 172. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 600 21st Avenue South. About Augsburg 17 ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools* and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. *The Higher Learning Commission of the North Central Association of Colleges and Schools, 312-263-0456; <www.higherlearningcommission.org> 18 AUGSBURG COLLEGE FACTS AND FIGURES ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. ■ Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 17 percent represent other denominations and religions. ■ ■ Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. ■ Enrollment (Fall 2005)—3,564 students from 31 countries. ■ Graduates—18,112 graduates from 1870 through August 2005. ■ Student/Faculty Ratio—15 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). ■ Campus—17 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. ■ Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 10 major buildings without going outside. ■ Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. ■ Library—Over 180,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. ■ School Year—Two semesters from September to May, and three summer school sessions. Augsburg Weekend College—trimesters, September to June. Augsburg Graduate Program— trimesters, September to June. ■ Majors—More than 50 majors in 35 departments and programs. ■ Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). ■ Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. ■ Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Undergraduate Admissions For Day Program Freshmen – 20 Early Admission of Freshmen – 21 For Weekend College – 21 For Transfer Students – 21 For Former Students – 22 For Special Students – 22 (Non-Degree) For International Students – 22 20 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, freshman and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY PROGRAM FRESHMEN — Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. —An official transcript Transcripts— from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (G.E.D.) scores may be presented instead of the high school transcript. —Freshman applicants are Test Scores— required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. —If there Additional Information— is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 21 — Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. — Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for freshman applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Weekend College Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Weekend College Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The G.E.D. test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous College work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 22 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ SPECIAL STUDENTS (SECOND DEGREE) ■ FORMER STUDENTS Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Students who have interrupted attendance at Augsburg College for one semester or more without requesting a leave of absence and who wish to return must apply for re-admission through the registrar’s office. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Financing Your Education Day Program Costs Tuition and Fees – 24 Room and Board – 24 Other Special Fees – 24 Deposits – 25 Weekend College Costs – 25 Payments – 26 Financial Policies Refunds – 26 Financial Aid How and When to Apply – 29 Kinds of Aid Academic Excellence Scholarships – 29 Achievement Scholarships – 30 Leadership, Service, and Performance Scholarships – 30 Lutheran Congregational Scholarship Program – 31 Gift Assistance – 31 Loan Assistance – 32 Student Employment – 33 Sponsored Scholarships – 33 24 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2006-2007. DAY PROGRAM. The Board of Regents has approved the costs listed below for the 2006-07 academic year. The Board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY PROGRAM TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$22,900 This rate applies to all full-time students attending in September 2006. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 2,860 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged the audit rate for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 86. Room Rent (on average, includes basic services) ..................................$ 3,396 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,208 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,126 Flex 5 point plan ....................$ 2,856 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..................$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 50 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Extended Payment Plan Fee ............$ 50 Financial Information 25 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$2,860 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$ 220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$ 5 Next day......................................$ 8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. The enrollment deposit is credited to the students’ account only upon graduation or withdrawal. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2006-2007 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course) .........................$1,540 Tuition (per summer course 2004) ..$1,544 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 50 Transcript Fee Regular service............................$ 5 Next day......................................$ 8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 26 Financial Information ■ PAYMENTS—DAY PROGRAM Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— (1) Semester payments, due August 14 and January 5 as billed; (2) Extended Payment Plan—an extended payment plan is available each semester. Details are included with the bill for each term. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Extended Payment Plan—an extended payment plan is available each semester. Details are included with the bill for each term. (3) Employer Reimbursement: students whose employers reimburse them for all or part of their tuition and fees must pay a $100 deposit per course credit at the start of the term. The balance, which is subject to finance charges until paid, is due 60 days after the last day of the term. Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan including the National Defense and National Direct Student Loans and the Nursing Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 27 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, United, and Graduate Programs: The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 28 Financial Information A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and meeting the academic progress standards outlined in the brochure “Academic Progress Standards for Financial Aid.” This brochure is available from the Enrollment Center and is distributed to students on an annual basis. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2005-2006 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 29 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2005 to be considered for financial aid for 20062007). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes: • Information regarding institutional financial aid programs and requirements for continued eligibility • Information regarding federal and private loan programs (students must complete a loan application to receive loan funds) • Information regarding payment plans/options for the current school year ■ KINDS OF AID A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—President’s Scholarships are awarded based upon competition. The applicant must have a 3.70 or higher GPA and a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. 30 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new freshmen of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children, grandchildren, or spouses of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming freshmen who are in the top 30 percent of their high school class or ACT/SAT test score, majoring in chemistry or physics at Augsburg. Deadline: Accepted for admission by May 1. Augsburg AmeriCorps Scholarship—These scholarships are awarded to qualified AmeriCorps members who are currently serving or have served for at least one year. Must be certified as eligible by the director of the AmeriCorps site, be accepted for admission, be a fulltime day student, and complete the financial aid application. Application deadline is May 1. Minority Encouragement Program Scholarship — The Minority Encouragement Program Scholarship recognizes freshmen who have graduated from a St. Paul public high school in good standing and who participated in their school’s Minority Encouragement Program. MEP students are assured of receiving a minimum award of $5,000 per year upon admission to Augsburg College. Application deadline is May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize incoming freshmen and transfer students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services, 612-330-1144 • Hispanic-Latino Student Services, 612-330-1309 • Pan-Afrikan Student Center, 612-3301022 • Pan-Asian Student Services, 612-3301530 Performing Arts Scholarship— Awarded to selected incoming students who demonstrate active participation in the performing arts. Separate application and audition are required. The deadline is February 1 for fall or November 1 for spring. Financial Information 31 Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S. E. Metro Synod or N. E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. CALL Scholarships (Congregations and Augsburg support Lutheran Leaders) — Augsburg College CALL Scholarships recognize incoming students of high academic achievement with a demonstrated record of leadership within their Lutheran congregations. Augsburg will provide a double match of congregational grants or scholarships up to $1,000 ($3,000 maximum combined award) for students who meet the leadership criteria as specified on the application. The awards are renewable, depending on the class level at entry point (i.e., a new entering junior will have two years of eligibility). Final selection of CALL Scholarship recipients is made by the College. Deadline for application is March 1. Gift Assistance (Need-Based) Augsburg Tuition Grant—These awards are based on financial eligibility, academic record, and participation in extracurricular activities in school, community, and church. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Consult the Enrollment Center for accepted enrollment patterns. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2006-07 is $4,050. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. 32 Financial Information Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized and Unsubsidized Stafford Loan will be transitioning to a fixed rate of 6.8% in July 2006. The following borrowing limits apply to the Stafford Loan program after July 1, 2006: • Freshmen: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Nursing Student Loan—A federal program with provisions similar to the Federal Perkins Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial need and be registered at least half time. The maximum loan is $4,000 per year. Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is transitioning to a fixed rate of 8.5% and a minimum payment of $50 per month. Further information is available at the Augsburg College Enrollment Center website. Financial Information 33 Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. SPONSORED SCHOLARSHIPS . Augsburg College, through generous gifts from alumni, faculty, staff, and friends, offers more than 400 sponsored scholarships. All returning eligible students are considered. Selection is based on academic achievement, financial need, and selection criteria established by the donor. Sponsored scholarships are considered part of a student’s overall financial aid award. A list of scholarships follows. ■ GENERAL SCHOLARSHIPS ADC Telecommunications Inc. Linda Schrempp Alberg Memorial Scholarship American Express Company Henry and Leona Antholz Scholarship Class of 1931 Scholarship Alma Jensen Dickerson Memorial Scholarship Oliver M. and Alma Jensen Dickerson Memorial Scholarship Elias B. Eliason, Sr. Memorial Scholarship M. J. Estrem Scholarship Reuben I. and Marion Hovland Scholarship Tze-Lien Yao-Hsieh, Lenorah Erickson, and Mildred Joel Memorial Scholarship Edwin C. Johnson Scholarship Kopp Investment Advisors Presidential Scholarship Arne and Jean Markland Scholarship Emma Johnston Mathwig Scholarship Memorial Scholarship Foundation Scholarships Minnesota Mining and Manufacturing Company Liberal Arts Scholarships Minnesota Scholars Fund Scholarship Clifford and Martha Nylander Scholarship Marvin T. Nystrom Scholarship Rev. Martin J. and Olga S. Olson Scholarship Casey Albert T. O’Neil Foundation Scholarship John G. Quanbeck Scholarship Fund Martin and Esther Quanbeck Scholarship Rahr Foundation Scholarship Readers Digest Endowed Scholarship Phillip and Helen Rouberg Scholarship Senior Challenge Endowment Fund Rosemary J. Shafer Scholarship St. Luke’s Lutheran Church Centennial Scholarship Genevieve E. Stelberg Memorial Scholarship Thorpe Family Scholarship—Bethany Lutheran Church Ernest and Vivian Tinseth Scholarship Robert W. Warzyniak Memorial Scholarship Lea A. and Elsie L. Wildung Endowment Fund Xcel Energy Scholarship Edward Yokie Memorial Scholarship 34 Financial Information ■ SPECIAL SCHOLARSHIPS Aid Association for Lutherans Scholarship Charles and Kate Anderson Endowment Fund Mildred Ryan Cleveland Memorial Scholarship Dain Rauscher Scholarship David J. Formo Memorial Scholarship The Grace Scholarship David Gronner Memorial Scholarship Rev. John Hjelmeland Endowed Scholarship Fund Hoversten Peace Scholarship ING Foundation Scholarship Torgney and Valborg Kleven Memorial Scholarship Mary E. Larsen International Studies Scholarship Floyd Lorenzen Memorial Scholarship Lutheran Brotherhood Lutheran Senior College Scholarship Lutheran Brotherhood Opportunity Scholarship Minnesota Mutual Foundation Scholarship Minnesota Power Company Scholarship Karen Neitge Scholarship Marilyn and John Paul Nilsen Scholarship Rev. Horace E. Nyhus Memorial Scholarship Ole K. and Evelyn L. Olson Scholarship Timothy O. Olson Memorial Scholarship Rev. John and Ingeborg Peterson Memorial Scholarship Jay and Rose Phillips Family Foundation Scholarship Clayton and Ruth Roen Memorial Scholarship Loren Manuel Schottenstein Memorial Scholarship John and Agnes Siverson Scholarship Genevieve E. Stelberg Memorial Scholarship Wells Fargo Scholarship ■ CAMPUS MINISTRY/CHRISTIAN SERVICE John Andrew Adam Memorial Scholarship C. A. L. and Esther J. E. Anderson Scholarship Charles and Catherine Anderson Diversity Scholarship Kyle A. and Sandra L. Anderson Scholarship Carl C. and Kathleen A. Casperson Scholarship Corinne and Herbert Chilstrom Scholarship Laura Ann Erickson Memorial Scholarship Pastor Bob Evans Scholarship Dave Hagert Memorial Scholarship Helen (Mohn) Henderson Memorial Scholarship Lee Family Scholarship Forrest T. Monson and Thelma (Sydnes) Monson Scholarship Pastor Carl O. and Edith W. Nelson Memorial Scholarship Philip and Dora Quanbeck Scholarship Russell and Helen Quanbeck Scholarship Rev. Olaf Rogne Memorial Scholarship Russel and Virginia Smith Scholarship Roy C. and Jeanette Tollefson Scholarship ■ MULTICULTURAL/INTERNATIONAL STUDENT SCHOLARSHIPS American Indian Scholarship Kent Anderson American Indian Scholarship Ada Bakken Memorial-American Indian Scholarship Grace Jewel Jensen Buster Memorial Scholarship Cargill Foundation American Indian Scholarship General Mills Foundation Scholarship Grand Metropolitan American Indian Scholarship Financial Information 35 Grand Metropolitan Food Sector Foundation Scholarship Hearst American Indian Scholarship Honeywell Corporation Scholarship Grace Anne Johnson Memorial Scholarship Kerridge/Mueller American Indian Scholarship James M. Kingsley American Indian Scholarship Little Six, Inc. Scholarship McKnight Foundation Scholarship Medtronic Foundation Scholarship Marilyn Peterson Memorial Scholarship Prairie Island Indian Community Scholarships Shakopee Mdewakanton Dakota Community Scholarship Marlys Johnson Simengaard Memorial Scholarship St. Paul Companies, Inc. Scholarship St. Paul Companies, Inc. Teaching Assistants Scholarship James R. Thorpe Foundation Scholarship Trinity Lutheran Congregation 125th Anniversary Scholarship UPS Foundation Scholarship U.S. Bancorp Foundation Scholarship West Group Scholarship Westwood Lutheran Church Second Mile Mission Scholarship Women of the ELCA Native Women’s Achievement Award ■ PUBLIC SERVICE SCHOLARSHIPS Margaret E. Andrews Public Service Scholarship Fund Class of 1998 Scholarship Harold B. and Laura M. Lanes Scholarship Person Public Service Scholarship Fund Adeline Marie (Rasmussen) Johnson Memorial Scholarship Marina Christensen Justice Memorial Fund ■ DEPARTMENTAL SCHOLARSHIPS Art Lucy Bodnarczuk Memorial Scholarship Norman D. Holen Art Scholarship August Molder Memorial Art Scholarship Queen Sonja Art Scholarship Alfred and Margaret Syring Scholarship Biology Biology Scholarships Eleanor Christensen Edwards Scholarship Dr. Paul R. and Maxine Fridlund Biology Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Scholarship Business Administration/Accounting/ Economics Marianne Anderson Entrepreneurial Scholarship Augsburg Business Alumni Scholarship Fund Cargill Foundation Scholarship Malcom and Maybelle Estrem Scholarship Farmers Insurance Group of Companies Scholarship Forss-Herr Scholarship Gamble-Skogmo Foundation Scholarship Amin E. Kader Business Scholarship Mildred and Eleanor Krohn Scholarship Gertrude S. Lund Memorial Scholarship Clifford A. Peterson Scholarship David L. Shaver Memorial Scholarship Clair E. and Gladys I. Strommen Scholarship Leland and Louise Sundet Scholarship Joan L. Volz Business Scholarship Chemistry Courtland Agre Memorial Scholarship Augsburg College Chemistry Alumni Scholarship Department of Chemistry Scholarships Carl Fosse Chemistry Scholarship Dr. Kenneth D. and Mrs. Linda (Bailey) Holmen Scholarship 36 Financial Information Minnesota Mining and Manufacturing Company Chemistry Scholarship Conrad Sunde Memorial Chemistry Scholarships Education James and Shelby Andress Education Scholarship Heidi Huber Scholarship Dr. Einar O. Johnson Scholarship S. Luther Kleven Family Scholarship Elva B. Lovell Life Scholarship David Mathre Scholarship Debra Boss Montgomery Memorial Scholarship Barbara Tjornhom and Richard K. Nelson Scholarship John L. and Joan H. Ohlin Memorial Scholarship Pederson Samuelson Scholarship English Dagny Christensen Memorial Scholarship Murphy Square Literary Award Anne Pederson English Scholarship Prof. P. A. Sveeggen Memorial Scholarship Health and Physical Education Jeroy C. and Lorraine M. Carlson Scholarship Paul Dahlen Memorial Scholarship Keith Hoffman Memorial Scholarship Rory Jordan Memorial Scholarship Magnus and Kristofa Kleven Scholarship Roy and Eleanor Krohn Scholarship Hoyt Messerer Athletic Scholarship Robert D. and Carolyn W. Odegard Scholarship James P. Pederson Memorial Scholarship Stan Person Memorial Scholarship History Rev. and Mrs. O. J. Haukeness History Award H. N. Hendrickson History Scholarship John R. Jenswold Memorial Scholarship Dr. Bernhardt J. Kleven Scholarship Theodore and Lucille Nydahl History Scholarship Mathematics Floyd V. and Ruth M. Case Scholarship Beverly Durkee Mathematics Scholarship Mathematics Scholarship George Soberg Scholarship Robert Wick Scholarship Metro-Urban Studies Joel and Frances Torstenson Scholarship in Urban Affairs Modern Languages Emil M. Fossan Modern Language Scholarship Mary E. (Mimi) Johnson Scholarship Mimi Baez Kingsley Modern Language Scholarship Theodore and Virginia Menzel Scholarship Music Albert and Solveig Birkland Scholarship Centennial Singers Scholarship Peggy Christensen Benson Memorial Scholarship Sam Coltvet and Reverend Mark Ronning Memorial Choral Music Scholarship Leonard and Anabelle Dahlberg Scholarship Robert Ellingrod Memorial Scholarship Rev. Clement A. Gisselquist Church Music Scholarship Marjorie and James R. Gronseth, Jr. Memorial Music Scholarship Mabeth Saure Gyllstrom Scholarship Beth Halverson Violin Scholarship Kay Halverson Scholarship Lynn Halverson Cello Scholarship Carol Halverson Hearn Violin Scholarship Hanwick Thanksgiving Scholarship Financial Information 37 O. I. Hertsgaard Scholarship Orville and Gertrude Hognander Scholarship Robert Karlén Scholarship Bernice Kolden Hoversten Memorial Choral Scholarship Catha Jones Memorial Scholarship Professor Roberta Stewart Kagin Scholarship Ruth Krohn Kislingbury Choral Music Scholarship Susan and Dean Kopperud Scholarship for Excellence in Music Leonard and Sylvia Kuschel Scholarship Nicholas Lenz Memorial Scholarship Kenneth O. Lower-Nordkap Male Chorus Music Scholarship Susan Halverson Mahler Viola Scholarship Arthur Carl Mammen Music Scholarship Lucille H. Messerer Music Scholarship Music Education Scholarship Grace Carlsen Nelson Scholarship Edwin W. and Edith B. Norberg Scholarship St. John’s Lutheran Church — John Norris Scholarship Lois Oberhamer Nye Memorial Scholarship Henry P. Opseth Music Scholarship Performing Arts Scholarship (Music) Sampson Music Scholarship Leland B. Sateren Choral Music Scholarship Mayo Savold Memorial Scholarship Marilyn Solberg Voice Scholarship String Scholarships John and Vera Thut Scholarship Nordic Area Studies Thomas D. and Gretchen S. Bell Scandinavian Studies Scholarship Olaf Gaastjon Memorial Scholarship Walter G. and Ruth I. Johnson Scandinavian Studies Scholarship Iver and Myrtle Olson Scholarship Nursing Augsburg Nurses Alumni Association Scholarship Linnea A. Danielson Scholarship Fairview Nursing Alumnae Association Scholarship Philosophy Dr. Kenneth C. and Mrs. Dorothy A. Bailey Scholarship Physician Assistant Alne Swensen Scholarship Dr. Kristofer and Mrs. Berth E. Hagen Memorial Scholarship Physics Floyd V. and Ruth M. Case Scholarship Theodore J. Hanwick Physics Scholarship Alfred A. Iversen Scholarship NASA Space Grant Scholarship Leif Sverdrup Physics Scholarship Political Science Martin and Sylvia Sabo Scholarship Myles Stenshoel Scholarship Psychology Jacob and Ella Hoversten Scholarship Rev. and Mrs. George Pauluk Scholarship Religion Scholarships Augsburg College Associates Scholarship Norman and Louise Bockbrader Scholarship Andrew and Constance Burgess Scholarship Thorvald Olsen and Anna Constance Burntvedt Memorial Scholarship Rev. Donald C. Carlson Memorial Scholarship Fund Henning and Sellstine Dahlberg Memorial Scholarship Ernest S. Egertson Family Scholarship Joel and Mary Ann Elftmann Scholarship Luthard O. Gjerde Scholarship Rev. Dr. Harald D. and Jonette T. Grindal Scholarship Elias P. Harbo Memorial Scholarship 38 Financial Information Arnold and Neola Hardel Memorial Scholarship Iver and Marie Iverson Scholarship Pastor George J. Kundson Memorial Scholarship Rev. Arnold J. Melom Memorial Scholarship Gerda Mortensen Memorial Scholarship Onesimus Scholarship Johan H. O. Rodvik Memorial Scholarship Ronholm Scholarship Rev. Lawrence and Gertrude Sateren Scholarship Paul G., Jr., and Evelyn Sonnack Scholarship Morris G. C. and Hanna Vaagenes Missionary Scholarship Fund Johan L. Weltzin Memorial Scholarship Social Work Phyllis M. Baker Memorial Scholarship Blanca-Rosa Egas Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Bodo F. Suemnig Memorial Scholarship Edwin Yattaw Memorial Scholarship Sociology Adolph Paulson Memorial Prize Speech/Communication/ Theatre Arts Ailene Cole Theatre Arts Scholarship Performing Arts Scholarship (Drama) Esther J. Olson Memorial Theatre Arts/Religion Scholarship Student Life Campus Ministry – 40 Vocation – 40 Student Government – 40 Campus Activities and Orientation – 41 Social, Cultural, Recreational – 41 Fine Arts – 41 Anne Pederson Women’s Resource Center – 42 Athletics and Sports – 42 Gage Center for Academic Achievement – 42 Academic Advising – 44 Center for Learning and Adaptive Student Services (CLASS) – 43 Academic Skills Assistance – 43 TRIO Program – 44 Office of Undergraduate Research and Graduate Opportunity (URGO) – 45 Services for Students with Physical Disabilities – 45 ACCESS Center – 45 StepUP® Program – 46 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 GLBTQA – 48 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 49 Food Service – 50 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 51 Discrimination Complaints – 52 40 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . Through Student Government, students secure a closer relationship with and better understanding of the administration and faculty and provide input into the decision-making process at Augsburg. Student Government also sponsors and directs student organizations, protects student rights, and provides the means for debate and activism on all issues pertaining to student life at Augsburg. Student Life 41 Student Government is organized into several committees. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible—program planning, writing, editing, or service opportunities. If you want to get involved, contact the president or vice president of the student body in their offices in the lower level of the Christensen Center. CAMPUS ACTIVITIES AND . ORIENTATION . The Office of Campus Activities and Orientation creates opportunities for students to enhance their leadership skills through active co-curricular involvement. These events, activities and organizations serve the campus community by helping students become connected and invested in their Augsburg experience. Orientation programs on campus help new students to Augsburg College become familiar with their new surroundings and the various resources that Augsburg offers students. Summer Orientation and Registration (SOAR) is a summer orientation program for entering first-year students where they will receive their class schedule, meet their orientation leader and meet new Auggies. Auggie Days is a fourday, fall transition program prior to the beginning of classes. It is a comprehensive, educational orientation program dedicated to helping new first year students become acclimated to the campus and feel comfortable in their new home. TRANSFERmation and Spring Begin are transfer and new beginner orientation programs that take place in the fall and spring respectively. SOCIAL, CULTURAL, RECREATIONAL . Throughout the year, a variety of social and cultural activities takes place on campus as well as in the Twin Cities. These activities include dances, films, theme events, speakers, and visiting personalities in various fields. The Christensen Center is the hub of student life on Augsburg’s campus. It houses various offices and services provided for Augsburg students, staff, and faculty. The Office of Undergraduate Admissions, Office of Campus Activities and Orientation, Event and Classroom Services, the Copy Center, Shipping and Receiving, Murphy’s Grill, Information Desk, Barnes and Noble Bookstore, Sodexho food service, mail services, and Starbucks coffee/lounge are offices and services that are currently in the Christensen Center. The Student Activities Center (known as the Auggie’s Nest) is located on the garden level of the Christensen Center. Student organizations have workstations and lockers to help promote their events, hold meetings and plan campus-wide programming endeavors. Commuter students have the opportunity to utilize daily-use lockers for storage. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. 42 Student Life ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER and ice arena. The Anne Pederson Women’s Resource Center at Augsburg College provides an arena where Augsburg women can convene to discuss topics of importance to today’s women. It is also open to those men who are supportive of women’s equality and the study of feminism. In the Center you will find a women’s library with current magazines for women and a collection of print sources. It is also a meeting place for students, faculty and staff to interact, rest, relax, study and converse. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The Resource Center is located in 207 Sverdrup Hall. ■ SPORTS AND RECREATION ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Center on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Coaching TRIO/Student Support Services Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the college and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. Student Life 43 All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All day students are required to meet with their assigned faculty adviser prior to registration. Both day and weekend college students are encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Students who qualify for assistance from CLASS work directly with one of our disability specialists to develop an appropriate educational plan. These plans may include: • Accommodations for testing and classroom (e.g., extended time, notetaking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Use of assistive technology through the Groves Computer Laboratory • Individual meetings (weekly or occasional) with a specialist for assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the college faculty, staff, or administration to ensure that students have every opportunity for success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. ■ ACADEMIC SKILLS COACHING The Academic Skills Coaches, located in Science 116, offer students study-skills assistance so they may achieve academic success. The coaches assist students in improving their skills in such areas as time management, note taking, textbook reading and comprehension, test-taking, and concentration and memory improvement. The staff will assist students in stress reduction and in developing effective and efficient study skills based on individual learning styles. 44 Student Life The Karen M. Housh Tutoring Service—located in Science 116, arranges for students to meet with tutors for content tutoring in most courses offered. The service also notifies students of available group study and coordinates supplementary instruction sessions, in which tutors attend the classes and facilitate review after class on major concepts of the course. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year. The John Evans Learning Laboratory—located in Science 116, offers students the opportunity to improve skills in reading, writing, and mathematics. •Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building •Academic program planning, including pre-registration for each term, major and career decision-making, and long-term course planning •Financial aid counseling and education •Academic progress monitoring, weekly progress meetings for students on academic probation •Academic success workshops, group academic skill development •Student leadership development and opportunities for conference travel •Social and cultural activities and student-led events •Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 20 incoming first-year students •Need-based scholarships for first- and second-year students actively participating in TRIO/SSS ■ TRIO PROGRAM TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services— Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Major components of the Augsburg College TRIO/SSS program include: Student Life 45 Students may apply for TRIO/SSS anytime after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS Advisor, please contact TRIO/SSS program staff at 612-330-1311, or Science 114. ■ OFFICE OF UNDERGRADUATE RESEARCH AND GRADUATE OPPORTUNITY (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for lowincome and first-generation college students and their mentors. SERVICES FOR STUDENTS WITH. DISABILITIES. ■ ACCESS CENTER The Access Center provides support and specialized services to students with documented physical disabilities. These may include TBI, chronic illness, mobility impairments, and visual, auditory, or speech impairments. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • Individual meetings with the Physical Disabilities Specialist on a weekly basis • Determination of academic accommodations • Assistance with time management issues • Academic advising and assistance • Advocacy with faculty and staff • Training on, and use of, assistive technology • Assistance with community support services and other non-academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does 46 Student Life not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 43.) ■ TRIO/STUDENT SUPPORT SERVICES (Students with disabilities may be eligible to apply for TRIO/SSS. See listing on page 44.) STEPUP® PROGRAM. The StepUP Program at Augsburg College is for men and women in recovery from addiction to alcohol and other drugs who wish to pursue a college education. StepUP’s comprehensive approach supports students in both their recovery and academic studies. StepUP students live in separate chemical-free housing, have individual support meetings with a licensed chemical dependency counselor, and participate in extracurricular team and community building activities. In addition, students have access to an academic skills specialist in the StepUP office as well as specialists in other student service departments on campus. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, and agree to abide by the StepUP contract and live in StepUP housing. The StepUP Program fosters academic success and encourages the discovery of positive relationships. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. Participation in the program offers students leadership opportunities both on and off campus. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP Program will last a lifetime. ETHNIC STUDENT SERVICES. ■ AMERICAN INDIAN STUDENT SERVICES The American Indian Student Ser vices Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg’s policies, procedures and expectations. The program • Assists with application process • Helps students secure financial aid • Nurtures students’ identification as an American Indian • Provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about American Indian culture • Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school dis- Student Life 47 tricts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one-fifth of the loan will be forgiven. ■ HISPANIC/LATINO STUDENT SERVICES The Hispanic/Latino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. ■ PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application procedures, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. ■ PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. 48 Student Life GLBTQA STUDENT SERVICES. The GLBTQA (Gay, Lesbian, Bisexual, Transgendered, Questioning, and Allies) Student Services Office works with students of all sexual orientations and gender identities. The director assists GLBTQA students in both the weekend and day programs in making academic, personalsocial, and environmental adjustments to Augsburg and community life. The director also helps students create campus programs and co-advises Augsburg’s Queer and Straight in Unity (QSU). Augsburg College has begun using the “Safe Space” Program, so that all students may feel safe in their academic and personal lives while on campus. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. ■ HEALTH INSURANCE ■ CENTER FOR COUNSELING AND HEALTH PROMOTION Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for information on obtaining student health insurance through college affiliated agencies. Counseling ■ HEALTH CLINIC SERVICES Personal counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, assessment and referral, workshops, consultation, and outreach. The College offers basic health care services to students through a contract with UFP – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. HEALTH AND FITNESS. Students may discuss personal issues such as stress, depression, anxiety, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, self-image, difficult decisions, eating concerns, grief and loss, or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. Student Life 49 AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! ■ FITNESS CENTER Located on the lower level of Melby Hall, the Hoyt Messerer Fitness Center was built in 1993 and equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. It includes a weight room with universal and free weight systems. All staff, students, and faculty may use the center; some hours are reserved for classes. INTERNATIONAL STUDENT ADVISING . (ISA) . ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: •Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program •General advocacy for international students •Advising the International Student Organization •Facilitating intercultural skill building sessions for students, faculty, and staff •Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communi- cation theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. (Also see Study Opportunities Abroad on page 63 and Student Teaching Abroad on page 66.) RESIDENCE LIFE PROGRAM. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 900 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to complete their degrees. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. Research indicates that students living in residence halls also earn higher grades and 50 Student Life gain greater satisfaction during their college career. Numerous events are planned to welcome students to the community, including dances, movie nights, coffee house concerts, and weeks devoted to special themes or issues. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students. All rooms are furnished with beds, dressers, desks, and chairs. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. New Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Special Interest Housing—Special Interest Housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, CrossCultural House, and StepUP. Urness Hall—All new students and some upper-class students live in Urness Hall. This nine-story high-rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. ■ FOOD SERVICE Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This pleasant, spacious room features small table units for easy conversation overlooking the College Quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Student Life 51 Murphy’s Grill—Located on the ground floor of the Christensen Center, Murphy’s features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. COLLEGE POLICIES. ■ STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at <www.augsburg.edu/studentguide>. ■ OFFICIAL NOTICES Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 87 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. 52 Student Life ■ DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin) Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information General Information – 54 Degrees Offered – 54 Academic Calendar – 54 Faculty – 55 Library and Information Technology Services – 55 Academic Organization and Programs – 56 Divisions and Departments – 56 Majors and Minors – 56 Teaching Licensure – 60 Pre-Professional Programs – 60 Honors Program – 62 Inter-Institutional Programs – 62 Augsburg Abroad – 63 Center for Service, Work, and Learning – 66 Graduate Programs – 68 Other Programs – 70 Academic Policies and Procedures – 70 Registration – 70, 73 Crossover Registration – 72 Withdrawal from College – 73 Student Standing/ Petition Process – 74 Re-Admission – 74 Transfer Credit – 75 Graduation Requirements – 76 Graduation Requirements – 76 Liberal Arts Foundation – 79 Skills Requirements – 80 Quick Check Summary of Graduation Requirements – 82 Evaluation and Grading – 85 Explanation of Grades – 85 Assessment of Previous Learning Program – 87 Academic Progress, Probation and Dismissal – 89 Dean’s List – 89 Latin Honors – 90 Commencement – 90 Enrollment/Degree Verification – 90 FERPA – 91 54 ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. ■ DEGREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. ■ ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for 3-1/2 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester Program operates on a trimester calendar. Classes are held on weekday evenings and meet an alternate weeks. Similar to Weekend College, Rochester’s Fall trimester begins in September, Winter trimester begins in January, and Spring trimester begins in April. There are 7-8 class sessions each trimester with each class meeting for 3-1/2 to 4 hours. Students may take one to four classes each term.** **(See Registration on page 70 and Calendars on pages 4-7) Courses and majors offered through Weekend College and the Rochester Program are the same as their day program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Academic Information 55 Augsburg offers three summer school sessions, including a summer online option. The Summer Session Catalog is published in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for Physician Assistant Studies. (See Graduate Programs on page 68.) ■ FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every freshman is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. ■ LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 180,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and stu- dent computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to the new Gateway Building as well as to Sverdrup Hall, which houses the Enrollment Center, additional computer labs and multimedia classrooms, a lounge, and a vending area. Library Resources A service-oriented staff provides students and faculty alike with assistance to meet diverse information needs including instruction in the use of the library, reference service, and guidance in pursuing research. Arrangements are made for access by students with physical limitation and special needs. Students can search a wide variety of local, regional, national, and international databases. Electronic access to the world of scholarship is also available through the Internet, and a computerized on-line catalog and daily courier service provide access to the library holdings of the seven private liberal arts colleges in the Twin Cities. In a wireless environment, appropriately equipped laptop computers can be used throughout the building to access these resources. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit Student Computing’s website <www.augsburg.edu/stucomp> for more on IT at Augsburg. 56 Academic Information Computing Students have access to over 250 oncampus computers. There are both PC and Macintosh desktop computers available in the Lindell Library computer lab and in the 24-hour Urness computer lab. The college has six computer classrooms and 23 technology-enhanced classrooms. The circulation desk in the Lindell Library has 45 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network from dormitory rooms or from WiFi buildings on campus including the Christensen Student Center, Lindell Library, and the Science Building. All of the AugNet online services and several of the Registrar’s student services are available securely on the Web to students on and off-campus. Media Resources Lindell Library provides a large collection of sound and video recordings, as well as equipment for viewing, listening to, and creating instructional media. Audio and video tape duplication within the limits set by copyright law is available. Facilities for classes in broadcasting are located near the communication department in Foss Center. ACADEMIC ORGANIZATION AND. PROGRAMS . ■ DIVISIONS AND DEPARTMENTS The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities— American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences— Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, physician assistant studies, social work. ■ MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The college requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows Academic Information 57 flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess BOTH the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the pro- posed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the Dean’s Office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. 58 Academic Information Listings that are shaded are offered through both the day program and Weekend College. Weekend College students may choose a major offered in the day program if they wish. They may take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year. MAJORS AND AREAS OF EMPHASIS. Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business Administration Economics/Business Administration International Business Management Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Mass Communication Organizational Communication Professional Communication Human Relations Marketing Communications Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English Film Finance Health Education (B.A. or B.S.) History International Relations International Business Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Modern Languages 1 French German Norwegian Spanish Music Music (B.A.) Music Business Concentration (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Weekend College only) Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Academic Information 59 Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion Youth and Family Ministry Social Work (B.S.) Sociology Community Studies Crime and Deviance Cultural Anthropology Organizational Analysis and Development Social Psychology Student-Designed Theatre Arts Technical Design/Technology Concentration Women’s Studies1 MINORS. Accounting American Indian Studies Art Architecture Art History Studio Art Biology Business Administration Chemistry Communication Computer Science Economics English Film Health Education History International Business International Relations Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Middle East Studies 1 Modern Languages French German Norwegian Spanish Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 60 Academic Information ACTC Majors—It is possible for day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major offered at one of the other ACTC colleges must apply through the Augsburg registrar’s office. Some majors may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consor tium, and Weekend students may not register for ACTC courses or complete ACTC majors under the ter ms of the ACTC consortium agree ments. ■ OTHER STUDY PROGRAMS licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) K-12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with subject area specialties in one of the following: mathematics, science, communication arts/literature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle school/high school fields: biology, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising early in their freshman year to arrange for faculty advising prior to their first term at Augsburg. Academic Information 61 Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL, two courses; BIO 113, 114, 215; PHY 121, 122; CHM 115, 116 (or 105, 106), 351, 352; MAT 124; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements on pages 169-170. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—Many medical schools are encouraging a liberal arts education to prepare for study in medicine. While a major in chemistry and biology is not required to apply to medical schools, many students with an interest in the sciences choose to major in these fields. Coursework that is required by most medical schools includes: two composition courses, including ENL 111; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 113, 114, 215, 369; MAT 145, 146; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy—Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 113, 114, 215, 476; CHM 115, 116 (or 105, 106), 351, 352; ECO 113; ENL 111, and a second course; MAT 145, 146; PHY 121, 122; electives from human anatomy (ACTC); and humanities, literature, and the arts to fulfill the semester hour requirements. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Exploring Our Gifts office (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following science courses are required: MAT 114 or 145, CHM 105/106 or 115/116, CHM 351/352, BIO 113, BIO 114, BIO 215, BIO 355, BIO 369, BIO 476, PHY 121/122. Other non-science courses are also required. 62 Academic Information ■ HONORS PROGRAM The Augsburg Honors Program offers an adventurous education where exceptional students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to create their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program director. ■ INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Library and Media Center— Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College students may not participate in the ACTC consortium program. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the registrar’s office. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Academic Information 63 Note: A maximum of one full Augsburg course credit of military science studies may apply toward the total credits required for graduation. Additional military science credits beyond the one credit allowed will be classified as non-degree credits. Students are advised on selecting programs that best fit their academic, career, financial, and personal objectives. Assistance is provided with application, course registration, financing, and travel arrangements. Orientation and re-entry programs assist students in integrating the experience abroad into their coursework and personal lives. Grades earned on nonAugsburg programs will not be recorded on the Augsburg transcript and will not be figured into the GPA. Grades of “C” or better are required for credit to be granted from non-Augsburg programs. ■ AUGSBURG ABROAD Eligibility and Application An increasing number of Augsburg students are taking advantage of the opportunity to gain academic credit for an experience abroad. Through study abroad students may meet with grassroots women’s organizations in Mexico, work in a small business or artisan program in Namibia, examine prospects for peace in Northern Ireland, study geology and ecology in Norway, have a paid corporate internship in Germany, or thrill to the sounds of The Magic Flute at the Viennese state opera house. Study abroad provides opportunities to develop critical thinking skills, strengthen language competencies, further career paths, experience different cultures, and gain knowledge about the increasingly interdependent world. All students in good academic and disciplinary standing (a minimum GPA of 2.50) at Augsburg may apply to study off campus. Although foreign language skills are an asset, they are not required for all study abroad programs. Since it takes some time to prepare for studying abroad, students should start planning during their freshman and sophomore years. The application deadline for spring term study abroad programs is October 1. For summer session, fall term, and year long study abroad programs the application deadline is March 1. Please contact the study abroad advisor in the Office of International Programs for deadlines on short-term study abroad programs and advising assistance. Academic Requirements and Credit Costs and Financial Aid Study abroad is an integral part of several majors at Augsburg and will add an international dimension to any academic program. Courses abroad can fulfill major, Augsburg core curriculum, and graduation requirements when approved by academic advisers and department chairs before departure. An approved study abroad program will also fulfill the Augsburg Experience. The cost of many programs is equivalent to full tuition, room, and board for a semester on campus. Financial aid is granted on the same basis as on-campus study. Cost estimates are drawn up to assist the financial aid office in awarding aid to students studying abroad. Naval ROTC—Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. 64 Academic Information Study Abroad Programs Students may select from the following Augsburg study abroad programs. In addition, students may consult with the study abroad advisers regarding non-Augsburg program options. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) — Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and four to six weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) — Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) — Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as Academic Information 65 study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Social and Environmental Justice: Latin American Perspectives (Mexico) — Spring This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender, class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women’s studies. Internships and independent studies are also available. The program includes a twoweek seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico) — Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners International Partners offers a broad range of learning opportunities in Norway and Germany. Students can choose from several options: group programs, “tailormade” individual study programs, and practical professional experiences that may include a paid internship. Program length varies from ten days to two semesters. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, Ecuador, Ireland, Bangladesh, and the Twin Cities. All programs emphasize the impact of civic engagement, social change and cross-cultural factors on the human community. HECUA programs emphasize intense language experience, internships, and field study. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall This interdisciplinary program focuses on contemporary Scandinavian society, culture, language and the development of cities, urban problem solving, and urban life. Local, regional, and international field 66 Academic Information study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. inars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Bangladesh: Sustainable Development, Environment, and Culture — Spring Student Teaching Abroad Explore the policies, practices and competing ideologies of human, environmental and socioeconomic development in Bangladesh. Experience urban and rural environments, interact with leaders of government and development agencies, learn about Bangladeshi history and culture, and take introductory courses in Bangla language. Lectures and readings are in English. (Prereq.: junior status or permission) Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Northern Ireland: Democracy and Social Change — Spring The “Northern Ireland: Democracy and Social Change” program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field sem- Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Additionally, International Partners has student teaching options available in Norway. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short-term travel. Offerings include Summer Session I in Mexico via the Center for Global Education. Contact the study abroad adviser in the Office of International Programs for the most current list of programs. ■ THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg’s metropolitan location through the highly successful service-learning, internship, and career plan- Academic Information 67 ning programs that link the College’s academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students’ coursework, majors, and/or career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg’s Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers, volunteering at homeless shelters, Habitat for Humanity, and com- munity centers, or working with cultural and environmental groups. The service-learning program also works closely with the student-directed Augsburg LINK and campus ministry. Academic Internships An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 85. A maximum of four courses of internship may count toward the total courses required for the degree. Cooperative Education Cooperative Education is a non-credit transcript notation for paid work experiences related to a student’s major or career objective. The goal is for students to apply theory to practice in a work setting. Job opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit 68 Academic Information transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises co-op transcript notation work experiences. Academic internships and cooperative education may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning and coaching, and assistance with choosing majors, locating internships, preparing for job searches and graduate school applications, and making connections to community, business, and alumni resources. ■ GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Catalogs for each degree program should be consulted for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergradu- ate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Weekend College Admissions office. For further information about the programs, contact the Education Department or the Weekend College Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program operates on alternate Saturdays. The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible immer- Academic Information 69 sion schedule (every other week or once per month) that may include weekdays, weekday evenings, and Saturdays. Webenhanced pedagogies are used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala, Namibia, Pine Ridge, SD, and/or Europe. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 20 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive Field Study course allows students to apply classroom learning to an actual business or organizational environment. Local businesses and organizations provide a learning laboratory for students as they complete projects in various disciplines and functions. The core program can be enhanced through participation in a number of certificate options including Finance, Financial Planning, International Business, Marketing Management, Music Business, and Human Resource Management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. A dual degree (Master of Social Work and Master of Arts in Theology) is also 70 Academic Information available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. ■ OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately fifty retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. To obtain further information about the program or to request a catalog, call 612330-1139 during Tuesday and Wednesday office hours (10:00 a.m. to 3:00 p.m.). To ask questions or to schedule a program, call the program director at the above number. ACADEMIC POLICIES AND. PROCEDURES. ■ REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Academic Information 71 Committee on Student Standing unless the following apply: cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits; cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Please note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include Winter WEC and Spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Weekend College and Rochester Program students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. Although new day students may register up to five days after the semester begins, registration is encouraged at the regularly scheduled time. Official academic calendars for all programs are available through the registrar’s Web page. Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Combined Academic Calendars” at <www.augsburg.edu/enroll/ registrar>. Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first 72 Academic Information week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Some late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Weekend College—612-330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both Winter WEC and Spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5 . Students have registration priority in their home program. Crossover registration begins only after the open Web registration period closes for both programs. A schedule is published on the registrar’s office Web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester students may NOT crossover to attend A C T C c o u r se s . Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Academic Information 73 Change of Program Withdrawal from College Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from the College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s Web page. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Registration All day students are required to meet with their academic adviser prior to registration. Incoming freshmen and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College and Rochester Program students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. Once the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of orders. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise from a failure to note attendance on the transcript, and also indicate that the withdrawal was outside of the student’s control. Alternatively, the college supports faculty in enabling students who are called to active duty and have substantially complet- 74 Academic Information ed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the Dean’s Office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee deals with requests for minor exceptions to academic policies. Typically, the Committee reviews requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. In addition, the Committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The Committee also hears appeals from students who have been dismissed for academic reasons. The Committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation. The Committee typically meets every other week throughout the school year (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s Web page: <www.augsburg.edu/ enroll/registrar/index.html>. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Step 3: Return the completed petition form to the Office of the Registrar/ Enrollment Center, include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Re-Admitted Students Former Augsburg students, re-admitted to complete a degree after being away from the College for at least one calendar year, have a choice between using the catalog in effect when they first enrolled, if possible, or using the catalog in effect at the point of re-admission. The election to complete a degree under a new catalog must be submitted in writing to the registrar’s office. Some departments will not accept course- Academic Information 75 work taken more than seven to ten years ago. Students must meet all of the requirements in effect under the catalog they choose. Choosing to complete graduation requirements under the current catalog will require re-evaluation of prior coursework, including transfer credit, to determine its applicability to the current catalog requirements. Students who graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcripts. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Augsburg does not grant credit for developmental courses, vocational-technical courses, or courses with grades below 2.0/C. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College reserves the right to require that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence section on page 77) Additionally, major and minor departments may require certain courses or a minimum number of courses be taken at Augsburg. Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equiva- lent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from twoyear institutions toward the minimum number of course credits required for a baccalaureate degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. MnSCU Transfer Students Students transferring from the Minnesota State Colleges and Universities system who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MnSCU, and have a 2.50 cumulative GPA (on a 4.0 scale) from the degree-granting institution will be given transfer status as outlined below: • Students will be granted 16 Augsburg course credits in transfer from two-year institutions. This will assure admission with junior standing. No additional credits will be accepted from two-year institutions. 76 Academic Information • The Augsburg Core Curriculum will be adjusted so students need only to complete the following: • REL 300 Bible, Christian Theology, and Vocation • One Augsburg Experience • Senior Keystone Course • Modern Language requirement (0-2 courses, depending on initial assessment) • Math Placement Group 3 (or MAT 105) • One course that fulfills the Graduation-level Quantitative Reasoning Skills requirement • One course that fulfills a Graduationlevel Writing Skills requirement • HPE 001 Foundations of Fitness or one HPE lifetime activity course (This requirement is waived for students who have transferred two equivalent courses.) *The A.A. degree and Minnesota Transfer Curriculum must be completed prior to enrolling at Augsburg in order to qualify for this transfer status. Note: Additional prerequisite coursework beyond the A.A. degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C – grades or below will not be accepted as prerequisites or for application to majors. Admission to a major — a separate process from admission to the College — is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 & REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) • Waiver of one Graduation-level Writing Skills requirement All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. A full description of these requirements is found on pages 78-84. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. GRADUATION REQUIREMENTS. The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent Academic Information 77 of a major. See page 22 in the printed catalog in Undergraduate Admissions — Special Students (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confir m remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s Web page. All degree and course requirements must be completed and verified in the Office of the Registrar prior to the anticipated date of graduation. (There may be no incompletes or open courses on the academic record.) Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 1. Completion of 32 course credits — No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) – 14; music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.) – 17; and social work (B.S.) – 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a Major — Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum — Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average — Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in course work for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence — The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar’s office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. 78 Academic Information ■ THE AUGSBURG CORE CURRICULUM The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements THE AUGSBURG SIGNATURE CURRICULUM Search for Meaning Augsburg’s Signature Curriculum is centered on its identity as a college of the Evangelical Lutheran Church in America. As a college of the Church, Augsburg accepts as a basis for its educational program the doctrines of the Christian faith as revealed in scripture and the creeds affirmed by the Lutheran Church. It consciously affirms that all students should reflect upon the Christian scriptures, theological concepts, ethical values, their own faith and values, and religious concepts outside of the Christian faith as part of becoming educated. In these courses students articulate and critically reflect upon Augsburg’s concept of vocation and its meaning; Christian theological concepts as well as concepts from other religious traditions; and the meaning of the Bible in Judeo-Christian thought, its cultural contexts, and concepts of human identity and vocation. Two Search for Meaning courses—REL 100 and REL 200—are required. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: • Augsburg Seminar All students who enter the college as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar, a firstyear learning community in their major or related area of academic interest. Each week Augburg Seminars devote an hour to topics relevant to an Augsburg education: becoming an intentional learner; making connections to the larger Augsburg learning community; and exploring strategies for success in the AugSem course(s) and future college work. • Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Students take one course that introduces them to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They should be taken Academic Information 79 during the first year, but may be taken in the second year. • Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, The Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships, faculty-student research, community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education — vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It thus asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) The list of courses meeting the Liberal Arts Foundation requirement is available online and from the registrar’s office. 80 Academic Information Natural Sciences and Mathematics Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Economics, Political Science, Psychology, Sociology Humanities Two courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Modern Languages (literature and culture courses), Women’s Studies Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. Participation in a music ensemble may be applied to this requirement. Four semesters of participation in the same ensemble — orchestra, concert band, or choir — fulfills one course requirement in the Fine Arts domain. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. • Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. • Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during college registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Academic Information 81 Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. • Writing Assessment and Requirement This entry level assessment determines readiness for ENL 111 or 112. Students who do not place highly enough on the entry level assessment will be required to take ENL 101 Developmental Writing before ENL 111. Students who have transferred in a course equivalent to ENL 111 are excused from the entry level exam. Students entering Weekend College or the Rochester Program do not take the Writing Assessment. Core Skills Requirements • Effective Writing ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of their sophomore year since it is a prerequisite for Writing Graduation Skill courses. • Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. The BYU-CAPE language assessment is offered to students who have had at least one year of study of French, German, or Spanish language in high school. For a language previously studied, successful completion (minimum grade of 2.0 or P) of one language course at your placement level (112 or higher) satisfies the requirement. Students whose placement test is at 311 or higher will be exempted from further language study. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the ELL placement test must fulfill the English Language Learners (ELL) requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information about English Language Learners is found on page 88. 82 Academic Information CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS. FOR GRADUATION. This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 76. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. All new freshmen and all freshman and sophomore transfer students must complete the following requirements prior to graduation ( t r a n s fe r c r e d i t m a y a p p l y t o t h e s e r e q u i r e ments): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 77. (Exceptions may be made for specially designed interdisciplinary Connections courses.) • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts Complete Entry Level Skills Assessments and Core Skills Requirements: • Critical Thinking Assessment • Mathematics Assessment • Modern Languages Assessment • Writing Assessment • Achieve a Math Placement Group score of three. • Complete Effective Writing • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. • Two courses with Writing components. ❏ Complete a major. • One course with a Speaking component. ❏ Complete the Augsburg Core Curriculum. • One course with a Quantitative Reasoning component. Complete the Signature Curriculum: • Complete two (2) Search for Meaning courses. • Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) 1. Complete the fall orientation and Augsburg Seminar. 2. Complete an Engaging Minneapolis course. • One course with a Critical Thinking component. A l l a d v a n c e d t r a n s f e r s t u d e n t s ( t h os e entering with 13 or more credits) must com plete the following requirements prior to graduation (transfer credit may apply to these requirements): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 • Complete at least one Augsburg Experience Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete a Senior Keystone course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Music Performance (B.M.) . . . . . . . . . .14.5 Other maximums are described on page 77. Academic Information 83 ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: • Complete REL 300 Bible, Christian Theology, and Vocation course • Complete a Senior Keystone course. • Complete one Augsburg Experience Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. (Exceptions may be made for specially designed interdisciplinary Connections courses.) • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Music Education (B.M.) . . . . . . . . . . . . . .17 Music Performance (B.M.) . . . . . . . . . .14.5 Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Other maximums are described on page 77. ❏ Maintain minimum cumulative grade point average in major, minor, and in total course s c omp le t e d . ❏ Complete a major. ❏ Complete the Augsburg Core Curriculum. • Humanities Complete the Signature Curriculum: • Fine Arts • Complete REL 300 Bible, Christian Theology, and Vocation course. Complete Entry Level Skill Assessments and Core Skills Requirements: • Satisfy entry level skill requirements in writing. • Achieve a Math Placement Group score of three. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) • One course with a Writing component. • One course with a Critical Thinking component. • Complete a Senior Keystone course. • Complete one Augsburg Experience Complete Entry Level Skills Assessments and Core Skills Requirements: • Complete one college algebra course course (MAT 105) or a Math Placement Group 3. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) Complete courses designed to fulfill the following Graduation Skills with a minimum grade of 2.0 or P. (Courses meeting these requirements are designated by the major.) • One course with a Speaking component. • One course in the major that meets a Writing Graduation Skill. • One course with a Quantitative Reasoning component. • One course that meets the Quantitative Reasoning Graduation Skill. All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. 84 Academic Information • Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different lifetime activities (HPE 002, 003 Lifetime Activity courses). Students may test out of the second activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course graduation requirement. Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Students are required to have one course each with Critical Thinking, Quantitative Reasoning, and Speaking skill components, and two courses with a Writing Skill component. These requirements are modified for advanced transfer students (see pages 76, 82-83). A minimum grade of 2.0 or P is required to satisfy a graduation skill requirement. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill this requirement. Academic advisers will provide a list of these courses. All Writing Skill courses have the prerequisite of ENL 111 or its equivalent. All Quantitative Reasoning Skill courses have the prerequisite of Math Placement Group 3, and all Critical Thinking Skill courses have the prerequisite of passing the entry level Critical Thinking Assessment or GST 100. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. 1. Bachelor of Science/Liberal Ar ts Foundation (LAF) Waiver. Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) • Physics 2. Bachelor of Science/Moder n Language Waiver. Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved Academic Information 85 for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics EVALUATION AND GRADING ■ EXPLANATION OF GRADES The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only 2 P/N credits. • See P/N limitations under Graduation Requirements, page 77. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 Pass/No Credit 3.0 Students who choose the P/N option are cautioned: 2.5 • In order to receive a grade of P, a student must achieve at least a grade of 2.0. 2.0 • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 1.5 • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). 0.5 • P-graded courses do not count 1.0 0.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are 86 Academic Information not computed in the grade point average. completed, a grade of 0.0 will be assigned. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 24. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average Academic Information 87 The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits. • Juniors—16 completed course credits. • Seniors—24 completed course credits. ■ ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demon- strated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. Credit granting guidelines are available in the registrar’s office. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. Inquiries should be addressed to the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Information about CLEP tests is available from the Office of the Registrar. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. 88 Academic Information • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all Academic Information 89 students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. ■ ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.00 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.00 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.00 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a freshman who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students may be removed from probation when the cumulative GPA reaches 2.00. Students placed on probation as freshmen for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.00. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.00. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calen- 90 Academic Information dar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission is given by the student, an announcement is sent to the hometown newspaper of each student on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of “With Distinction.” Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enroll/ registrar>. Qualification for Commencement Augsburg College has one commencement ceremony per academic year in the month of May. Undergraduate students who will not have met degree requirements by the end of the spring term may qualify to participate in commencement if: (1) no more than three course credits/requirements will remain in their program at the end of the spring term, and (2) the remaining requirements will be completed in the summer or fall terms following participation in commencement. A student will not graduate nor will a degree be conferred until all graduation requirements are met, regardless of participation in commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearing house.org Academic Information 91 Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the Enrollment Center about completion of enrollment verification and the forwarding of other information to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. 92 Academic Information “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Departments and Programs Course Descriptions with Major and Minor Requirements – 94 Department majors and programs are listed alphabetically. Also see index. 94 DEPARTMENTS AND PROGRAMS A s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. COURSE DESCRIPTIONS. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Weekend College classes are published each spring in a separate booklet and online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Summer Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in separate catalogs. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three-and-one-half-hour sessions during fall and for seven four-hour sessions during winter and spring term. Numbering Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for freshmen, 200s for sophomores, 300s for juniors, and 400s for seniors. Departments and Programs 95 Prerequisites ■ INTERNSHIPS Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. Registration for internships consists of the following steps: NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. INTERNSHIPS AND . INDEPENDENT STUDIES. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. 1. Obtain the internship registration permission form from the Center for Service, Work, and Learning and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register for the Internship during the registration period. The signed permission form must be turned in at the time of registration. (Students may pre-register without a placement secured, but a suitable internship must be found by the end of the registration or drop/add period.) 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 196 197 198 199 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 396 397 398 399 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 96 Departments and Programs the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) ■ DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration. AMERICAN INDIAN STUDIES A merican Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Elise Marubbio American Indian Studies 97 Adjunct Faculty Sophia Jacobson, Richard Gresczyk, Dale Weston DEGREE AND MAJOR REQUIREMENTS American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition student must complete four electives. At least five of the courses toward the major must be upper division. Minor: Five courses including AIS 105. At least two must be upper division. COURSE OFFERINGS AT AUGSBURG COLLEGE. AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by put into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. 98 American Indian Studies AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. AIS/ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with Women’s Studies. AIS 332 Native American Storytelling The objective of this course is to study Native American Storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. American Indian Studies 99 AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media-specifically films made by Native Americans. We will explore the political and social forces at work behind the American Indigenous Film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by put into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2xx Women’s Studies course; or AIS 105 or any 2XX American Indian Studies course; or consent of instructor.) AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian literature Seminar. AIS 499 Independent Research An independently designed research project. 100 ART—ART A rt is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas experienced on a small campus in the heart of a major metropolitan area. We balance a solid foundation of drawing, design, and history with technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs creative curriculum for traditional disciplines in drawing, painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture, and digital media. Class sizes are small; we will get to know each other. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with B.A. degrees in art history, studio art, art education; and certificates in studio art and graphic design. For 40 years, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be too. Art Faculty Kristin Anderson (Chair), Lynn Bollman, Tara Christopherson, John McCaffrey, Robert Tom DEGREE AND MAJOR REQUIREMENTS. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 360 Watercolor Painting One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I or ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in a solo or two-person show and the annual senior group exhibition during their senior year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I Art 101 Note: Students planning a double major in Studio Art and Art History or a major/minor combination should meet with a department adviser to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244 and ART 249 or 349. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Eight art courses, including four in graphic design, one art history, and three electives. ART COURSES. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. ■ STUDIO ART FOUNDATIONS ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis is placed on foundational drawing concepts. ■ STUDIO ART ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 106 Calligraphy I Introduction and practice of calligraphic writing. 102 Art ART 118 Painting I Introduction to painting media and technique in acrylic or oil. Emphasis is placed on color, perception, and expression. ART 132 Photography The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course explores the theory and practice of multimedia and digital design. Emphasis will be placed on the development of effectively designed, valid, and accessible websites. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I An introduction to the principles and techniques of graphic design using page layout, illustration, and imaging software. Emphasis on designing with text and image. ART 247 Life Drawing An introduction to the methods and techniques of drawing the human form through the use of live models. Emphasis will be placed on perceptual drawing skills and accurately rendering the human form in a spatial environment. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Art 103 ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking and book arts emphasizes exploration of surface (fiber sources, sheet-forming, and casting techniques), book binding structures, and synthesis of original text and imagery in the artist’s book form. ART 306 Calligraphy II Advanced work in calligraphic media and design. ART 315 Web Design II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 330 Graphic Design II An advanced study of layout, typography, and visual imagery for print production using the computer. Includes identification of design problems and presentation to the client. (Prereq.: ART 225) ART 340 Digital Imaging Exploration of the creation of visual images using the computer as a paint brush, pencil, pen, and camera. Emphasis will be placed on visual communication and expression. (Prereq.: Any ART, MIS, or CSC course) ART 351 Ceramics II Advanced work in ceramics explores clay, glaze and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118) ART 360 Watercolor Painting Introduction to transparent watercolor emphasizes the perceptual experience in developing descriptive and experimental techniques to explore color and concept. Class sessions often include painting outside on location. ART 368 Print Making II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and artist’s books, emphasizing individual research and expression. (Prereq: ART 280) 104 Art ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ■ ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modern times. Note: The following courses are offered intermittently, usually two or three sections per year. ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) Art 105 ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) ART 388 Modern Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ART 299 Directed Study See description on page 96. ART 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ART 499 Independent Study/Research See description on page 96. 106 AUGSBURG CORE CURRICULUM— AUG/KEY/GST THE SIGNATURE CURRICULUM . Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of your classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to your reflection writing. LIBERAL ARTS FOUNDATION . Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: Theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli- Augsburg Core Curriculum 107 gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: SCI 110) SKILLS. Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the entry Critical Thinking Assessment are required to complete GST 100. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy Critical thinking about statistics as evidence in arguments. Focus on association, causation, observational studies, experiments, risk, confounding, bias and chance. Review common techniques involving statistical opportunism, Study conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs. Use standardization to take into account the influence of confounders. Analysis of statistically-based arguments. Emphasis on interpretation, evaluation, and communication. (Prereq: MPG 3) 108 Biology Other General Studies Courses GST 009 Cooperative Education (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit cooperative education/internship work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit coop/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. BIOLOGY—BIO B iology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the Earth is filled with an enormous variety of living organisms. Since humans are a part of the biological world, an understanding of the basic biological processes common to all organisms is essential to attain selfunderstanding and to provide a basis for wise decisions. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular, molecular, and ecosystem levels. Biological research has also provided some extremely important benefits to humans, including advances in medicine, agriculture, and food science. An understanding of biological systems depends, in part, on the principles of physics and chemistry; thus a firm background in the physical sciences is also important in the study of biology. For many, an undergraduate major in biology serves as a basis for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical industries, laboratory research, natural resources, and environmental education. Biology Faculty Mark Strefeler (Chair), Ralph Butkowski, William Capman, Robert Herforth, Dale Pederson, Beverly SmithKeiling Biology 109 DEGREE AND MAJOR REQUIREMENTS. Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology and five upper division biology courses chosen from the following list: BIO 351 BIO 353 BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 486 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Immunology Special Topics in Biology Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four upper division biology courses are required BIO 491 Biology Seminar (non-credit) is required of all juniors and seniors. Two additional science courses are required, chosen from the following list: SCI 106 An introductory geology course Required Supporting Courses for Bachelor of Science Transfer course policy for majors and minors CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. 110 Biology Departmental Honors Graduate and Professional Training GPA of 3.50 in biology and 3.00 overall, one course of approved independent study (Bio 499) with both oral and poster presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Graduate programs in biological fields require coursework similar to that for premedical education, and may also require undergraduate research experience. Health care professions (physician assistant, physical therapist, veterinarian, etc.) have specific requirements that should be discussed with an adviser in the department. Minor Teaching Licensure Major A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg Life Sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.00 for BIO 151, 152, and 253 is a prerequisite for enrollment in upper division biology courses. A grade of 2.00 or above is required for all upper division courses applied toward the major. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.00 in biology. Cooperative Education Biology for Pre-Medical Students Pre-medical students should include a two-semester sequence in physics and a two-semester sequence in organic chemistry. Many medical schools also require two semesters of calculus. Students should consult members of the biology faculty for information specific to medical school application. The department works with the Office of Cooperative Education in identifying and defining co-op ed experiences in laboratories and other settings in the Twin Cities. Biology 111 BIOLOGY COURSES. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in Biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and Spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) 112 Biology BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, and PHY 116 or 122 strongly recommended.) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) Biology 113 BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, junior standing.) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prerequisite: Bio 369 (Three hours of lecture, four hours laboratory. Spring) BIO 491 Seminar (0.0 course) A weekly meeting of biology majors. Active participation by juniors and seniors is required, including oral presentations. Guest speakers are often invited. A noncredit requirement for the major. (Spring) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 151, 152. P/N only) BIO 299 BIO 399 Directed Study Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) 114 DEPARTMENT OF BUSINESS ADMINISTRATION— BUS, ACC, FIN, MIS, MKT O ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty John C. Cerrito (Chair), Nora M. Braun (MIS Coordinator), C. Lee Clarke, Marc Isaacson, Amin E. Kader (International Business Coordinator), Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave, Lori L. Lohman, Fekri Meziou, John Molloy, Thomas Morgan, Magdalena M. Paleczny-Zapp (Management Coordinator), Milo A. Schield, David G. Schwain (Marketing Coordinator), Kathryn A. Schwalbe, Stuart M. Stoller (Accounting Coordinator) GENERAL REQUIREMENTS. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC), finance (FIN), management information systems (MIS), and marketing (MKT-Day program only). Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are four specializations: management, marketing (WEC only), music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Business Administration 115 Certificate Programs Advising Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The Department offers certificates in information technology, business management, and finance through the Weekend College program. Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 77), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Internships Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. International Business Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. 116 BUSINESS ADMINISTRATION—BUS T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. DEGREE AND MAJOR REQUIREMENTS. Business Core Nine courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics FIN 331 Financial Management Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Specialization in Management Business core plus four courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Specialization in International Business Business core plus four courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Specialization in Music Business Business Core* plus seven courses: MUS/BUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — or — 2 MUS credits and 1 MUE credit, selected from: (2 cr must be in residence at Augsburg): MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music Business majors are exempt from BUS 379 and may substitute BUS 254 in place of BUS 242 or 200. Specialization in Marketing (Weekend College students only) Business core plus three courses: MKT 352 Marketing Research MKT 355 Marketing Communications Business Administration 117 or MKT 357 Advertising MKT 450 Marketing Management Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 ECO 113 ECO 312 ECO 313 Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Intermediate Microeconomics and one other upper division economics course Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 or 200, MKT 252, FIN 331 or BUS 379. Other configurations may be permitted with the approval of the department chair. This minor is automatically completed while completing a major in accounting, finance, MIS or marketing. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in Music Business Eight courses including: MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 301, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 395 (maximum of 1 credit in MUE and/or MUP courses). This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. BUSINESS ADMINISTRATION COURSES. BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theatre, arts administration, copyright, licensing, and recording. This course is also offered as MUS 105. BUS 200 Exploring Business as Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. 118 Business Administration BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200 or consent of instructor) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252, consent of instructor) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC—Additional sessions are required, usually on a weekday evening.) Business Administration 119 BUS 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, 379, FIN 331, MKT 252) BUS 439 Risk Management and Insurance Analyzes exposure to accidental loss—its identification, measurement, and evaluation. Reviews techniques for loss prevention and control. Surveys primary types of insurance. (Prereq.: FIN 331 and BUS 379) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Pre-req.: BUS 242 or BUS 200) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 299 Directed Study See description on page 96. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. BUS 499 Independent Study/Research See description on page 96. 120 ACCOUNTING—ACC T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. DEGREE AND MAJOR REQUIREMENTS. Accounting Core ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law FIN 331 Financial Management ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students should take the courses in the sequence given above. Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Accounting 121 Minor in Accounting Six courses including: ACC 221, 222, FIN 331 or ACC 324, ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACCOUNTING COURSES. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, 379, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) 122 Accounting ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, 379, FIN 331, MIS 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ACC 299 Directed Study See description on page 96. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ACC 499 Independent Study/Research See description on page 96. FINANCE–FIN T he Finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the Association for Investment Management and Research (AIMR). Finance 123 DEGREE AND MAJOR REQUIREMENTS Finance Major Finance Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law FIN 331 Financial Management Required Finance Courses Five courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENL 111 or 112 or HON 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) ECO 315 Money and Banking (Prereq: ECO 112) Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. FINANCE COURSES. FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) 124 MANAGEMENT INFORMATION SYSTEMS—MIS T he major in management information systems prepares students for professional careers in information systems. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and program new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. DEGREE AND MAJOR REQUIREMENTS. Management Information Systems Major Twelve courses in business, accounting, marketing, and MIS: BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II MKT 252 Principles of Marketing MIS 260 Problem Solving for Business MIS 270 MIS 375 MIS 376 MIS 475 MIS 476 Data Management for Business Management Information Systems in the Organization Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. MIS 125 MIS COURSES. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business This course applies database management systems software capabilities to support the design and implementation of databases and related applications for the purpose of business data management. Students will write, test, and debug event-driven code in developing relational database applications. Students will also learn the fundamentals of multi-user data management in network and Web environments. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) 126 MIS MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MIS 299 Directed Study See description on page 96. MIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MIS 499 Independent Study/Research See description on page 96. MARKETING—MKT T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. DEGREE AND MAJOR REQUIREMENTSS Marketing Major Marketing Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 301 Business Law FIN 331 Financial Management MIS 260 Problem Solving for Business BUS 379 Quantitative Methods for Business and Economics Required Marketing Courses 127 MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. Five courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing MARKETING COURSES. MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) 128 Marketing MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MKT 299 Directed Study See description on page 96. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MKT 499 Independent Study/Research See description on page 96. CHEMISTRY—CHM C hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: •To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. •To provide programs of study for professional goals in addition to the traditional positions as chemists. 129 •To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. •To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. •To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Ron L. Fedie (Chair), Arlin E. Gyberg, David R. Hanson, Joan C. Kunz, Sandra L. Olmsted DEGREE AND MAJOR REQUIREMENTSS. ■ BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) and two additional courses from: CHM 364 Physical Chemistry II CHM 367 Properties of Polymers 130 Chemistry CHM 464 CHM 481 CHM 482 CHM 470 BIO 367 Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Biochemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, II Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the freshman year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc. — see pre-professional program listings in the Academic Information section) should consult members from the chemistry department for assistance in course planning early in their college careers. ■ BACHELOR OF SCIENCE American Chemical Society Approved Major Twelve courses including: CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, reading ability in German, and computer proficiency. Departmental Honors Full ACS major; GPA of 3.50 in chemistry, mathematics and physics, 3.00 overall; one course or summer of approved research; participation in seminar. Chemistry 131 Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351, 352, and CHM 353. Note: credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. CHEMISTRY COURSES. Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of Natural Science. This course focuses on the nature of science and major concepts of Physics and Chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of Natural Science. This course focuses on major concepts of Earth Science and Biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) CHM 100 Chemistry for Changing Times I Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 102. (Prereq.: MPG 2) CHM 101 Chemistry for Changing Times II Second semester of the year-long course. Applies concepts from CHM 100 to environmental, organic, and biochemical problems of societal interest. A laboratory is included with this course. Does not count toward a chemistry major or minor nor apply as prerequisite for other chemistry courses. (Prereq.: CHM 100 or 102, MPG 3) CHM 102 Chemistry for Changing Times I (with Lab) Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. Not accepted for credit for students who have taken CHM 100. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. Fall) 132 Chemistry CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration and ENL 111 or 112 or HON 111. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) Chemistry 133 CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Some reading knowledge of German is helpful. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. BIO 367 is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using the electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory uses preparations of a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. 134 Chemistry CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CHM 299 Directed Study See description on page 96. CHM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CHM 499 Independent Study/Research See description on page 96. (Prereq.: junior or senior standing) CLINICAL LABORATORY SCIENCE—CLS C linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL, 60631, 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for Clinical Laboratory Science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENL 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENL 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 113/114 135 136 Clinical Laboratory Science Fi rs t y e a r: Fall Ter m: BIO 151: Introductory Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Ter m: BIO 152: Ecology, Evolution and Diversity CHM 106 or CHM 116: General Chemistry ENL 111 Elective Second Year: Fall Ter m BIO 253: Introductory Cell Biology CHM 351: Organic Chemistry I REL 200: Search for Meaning Elective Spring Ter m BIO 355: Genetics CHM 352: Organic Chemistry II MAT 163: Statistics (QR) Elective Thir d Year: Fall Ter m BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Ter m BIO 476: Microbiology BIO 486 Immunology Elective Elective Fourth Year: Clinical Program S um m er S es s i on CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 425: Clinical Chemistry Clinical Rotations: F a l l & S p r i n g S e me s t e r CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology F all S em es te r CLS 420: Immunohematology CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations S p ri n g S e m es t e r CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods CLS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS BIO 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of “C” (2.0) or above. Students must meet all College graduation requirements including General Education, grade point, College residency, and total credits. Clinical Laboratory Science 137 CLINICAL LABORATORY SCIENCE COURSES. CLS 400 CLS 405 Introduction to Clinical Laboratory Science Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 352; BIO 355 and 476; and admission to the CLS program) Body Fluids Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476 and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 353; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: CHM 359; BIO 355 and 486; and admission to the CLS program) CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) 138 Clinical Laboratory Science CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 352; BIO 369, 476 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 352; BIO 355, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MTH 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) Clinical Laboratory Science 139 CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient’s specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405 and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) 140 Clinical Laboratory Science CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) COMMUNICATION STUDIES—COM O ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Communication Studies Major Twelve courses overall — eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: Public Speaking COM 111 COM 280 History of Rhetorical and Communication Theory COM 351 Argumentation COM 352 Persuasion COM 354 Interpersonal Communication COM 355 Small Group Communication COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Four additional electives from the following: COM 321 (required), COM 329, 345, 399, 499; THR 350, 360; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 325, 371; REL 383; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Four additional electives from the following: COM 345 (required), COM 321, 326, 329, 399, 410, 480, 499; BUS 242, 340; PSY 325, 371, 373; SOC 265, 349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 326, 329, 399, 410, 480, 499; BUS 340; ENL 223; MIS 175; PSY 373; SOC 349 141 142 Communication Studies Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 326, 329, 345, 399, 410; PSY 373, 485; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 321, 326, 329, 399, 410, 480; MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from: ENL 227 (required); COM 321, 326, 329, 345, 399, 410, 480; ART 132, 224, 225; BUS 242, 252, 355; MIS 379; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Emphasis Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Four electives from the following: ENL 227 (required); COM 247, 321, 329, 343, 348, 399, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327; POL 342; THR 232, 233, 325, 350, 360; BUS 254, INS 331 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 481 (required); COM 321, 329, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Registering for and completing COM 188 (Forensics Practicum) can be used to document participation. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and Communication Studies 143 inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, John McCaffrey, John Mitchell, Robert Thom Required of all Film Majors: Six Core Courses COM/THR 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema COM/THR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your advisor who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: COM/THR 312 16mm Film II, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design Track #2 Per for mance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL 328 Screenwriting, PHY 119 Physics for the Fine Arts Track #3 Theor y & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and Method, COM 499, INS 495 Indigenous Filmmakers, INS 264 American Indians in Cinema, WST/INS 481 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies 144 Communication Studies Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 Public Speaking COM 280 History of Rhetorical and Communication Theory POL 342 Mass Communication in Society or COM 343 Studio Production COM 351 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication Film Minor Six courses including: ENL 241 Introduction to Cinema Art COM/THR 216 Film Production I THR 233 Acting for Camera COM 343 Studio Production COM/THR 420 Issues in Contemporary Cinema Plus one of the following: THR/ENL 325 Playwriting or THR 328 Screenwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction INS 495 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a communication studies faculty adviser. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. COMMUNICATION COURSES. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Fall, spring) COM 188 Forensics Practicum A non-credit experience in forensics. Communication Studies 145 COM/THR 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) COM/THR 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111) COM 326 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following courses — SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. Should be taken concurrently with THR 333. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. 146 Communication Studies COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 347) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or consent of instructor. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111 or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) COM/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq: ENL 371) COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 490 Communication Studies Keystone: Critical Conversations About Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Computer Science 147 Internships and Independent Study Courses. COM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. COM 299 Directed Study See description on page 96. COM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. COM 499 Independent Study/Research See description on page 96. ELECTIVES. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 440 BUS 450 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 430 INS 325 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 MIS 175 MIS 379 MKT 252 MKT 352 MKT 355 PHI 230 POL 342 POL 375 SOC 349 SOC 362 SOC 363 SOC 375 THR 232 THR 325 THR 350 THR 360 COMPUTER SCIENCE—CSC T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, James Moen, Charles Sheaffer, Erik Steinmetz, Karen Sutherland DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Computer Science Major Twelve courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking 148 Computer Science and Communications Algorithms Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I MAT 245 Calculus III MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics Computational Economics CSC 320 CSC 345 At least one elective must be an upper division course. ■ BACHELOR OF SCIENCE Computer Science Major Sixteen courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 145 Calculus I MAT 146 Calculus II Two courses from: and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Charles Sheaffer, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization Computer Science 149 ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Structured Programming CSC 210 Data Structures CSC 320 CSC 373 Algorithms Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: Twentieth Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. COMPUTER SCIENCE COURSES. CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3) 150 Computer Science CSC 170 Structured Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The limitations of algorithms, Turing machines, the classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) Computer Science 151 CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: ENL 111 and CSC 210) CSC 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: ENL 111, CSC 385 or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CSC 299 Directed Study See description on page 96. CSC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. CSC 499 Independent Study/Research See description on page 96. 152 ECONOMICS—ECO T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning DEGREE AND MAJOR REQUIREMENTS. Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 122 Calculus for the Social and Behavioral Sciences or MAT 145, 146 Calculus I & II Economics 153 Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 413 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Combined Major in Economics and Business Administration Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 331 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore,should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. 154 Economics ECONOMICS COURSES.. ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate Winter Trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate Winter Trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) Economics 155 ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall Trimester and Spring Semester) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics and Sustainable Development This course addresses the environmental problems such as tropical deforestation, despoilation of air and water, ozone depletion, and global warming that arise in the process of economic development to better the standard of living of the developed and developing countries. (Prereq.: ECO 112 or 113. Every three years) ECO 413 Labor Economics Analysis of labor markets, labor as a factor of production, determination of wage collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 313. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122. On demand) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. 156 Economics Internships and Independent Study Courses: ECO 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (P/N Grading only.) ECO 299 ECO 399 Directed Study Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research EDUCATION—EED, ESE, EDC, EDU, SPE T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in biology, chemistry, and physics, grades 5-8 in general science, and K-12 specialist licenses in visual arts, physical education, music, Note: and special education: EBD and LD. (N special education: EBD and LD are available in WEC only.) The K-12 Reading Licensure Endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend formats. Weekend College degree and licensure programs are limited to elementary, communication arts/literature, social studies, visual arts, and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon/ evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Arts in Education degree. Contact the Education Department or Weekend and Graduate Admissions for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. 157 158 Education Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Christopher Johnstone, Anne Kaufman, Carol Knicker, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Barbara West ELEMENTARY EDUCATION—EED/EDC Elementary Major and Licensure Requirements: SCI 110 SCI 111 Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the bachelor of science Liberal Arts Foundation requirements. Option B is for WEC and/or transfer students with at least one college level science course accepted in transfer or for day students who have already started this sequence. PHY 103 Conceptual Physics or EED 495 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) PHY 114 Earth Science for Elementary Teachers or EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) BIO 102 The Biological World Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for DAY students who do not have college level science courses in their background. Natural Science I Natural Science II Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 Topics: MN American Indians (.5) Foundations Block II (courses from this point and on require admissions to the department) Elementary Education 159 EDC 310 Learning and Development Methods Block I EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children’s Literature Methods Block II EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 The Learner with Special Needs EDC 490 School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change — see Education Department for most current list) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 329 or 351 or 354 or 355 EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literature/Reading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 241 Human or Cultural Geography (take elsewhere — see Education Department for suggestions) ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 122 Calculus for the Behavioral Sciences or MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry II or CHM 116 General Chemistry II BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. 160 Elementary Education A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or Weekend and Graduate Admissions for information. SECONDARY EDUCATION—ESE/EDC I t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, biology, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Non-departmental requirements: ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) PROGRAM REQUIREMENTS. Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 Topics: Minnesota American Indians (.5) Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block I ESE 300 Reading/Writing in the Content Area ESE 325 Creating Learning Environments Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 The Learner with Special Needs EDC 490 School and Society Student Teaching Block ESE 481, 483, 485 Student Teaching (2.03.0) A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special Elementary Education 161 areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or WEC Admissions for information. Art, music, and physical education teacher education programs lead to licensure for grades K-12. EDUCATION CORE COURSES - EDC. EDC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and Summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5) An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. 162 Elementary Education EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EDC 410 The Learner with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: PPST and admission to department or special permission of instructor) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST and admission to department) ELEMENTARY EDUCATION - EED. EED 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 299 EED 311 See description on page 96. K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department) Elementary Education 163 EED 330 K-6 Methods: Language Arts/Children’s Literature Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to depart- ment) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of degree program and program portfolio. 164 Secondary Education EED 495 Topics: Elementary Education Physical Science Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion and force; light, heat, electricity, and magnetism; and kinds of and ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/ demonstrations, and classroom participation. (Prereq.: PPST and admission to department; Students must be Elementary Education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) SECONDARY EDUCATION - ESE. ESE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ESE 299 ESE 300 See description on page 96. Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Arts/Literature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) Secondary Education 165 ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Occurs upon satisfactory completion of licensure program and program portfolio. 166 SPECIAL EDUCATION: EMOTIONAL/BEHAVIORAL DISABILITIES AND/OR SPECIAL EDUCATION: LEARNING DISABILITIES—SPE T Required Education Courses for EBD: he special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with this label. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 Minnesota American Indians (.5) EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Special Needs Learner EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children’s Literature EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar (.5) SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Summer Practicum Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities Special Education 167 SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: PPST and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: PPST and admission to department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) 168 Special Education SPE 434 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: PPST and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the Senior Keystone requirement in the core curriculum. (Prereq: ENL 111 or 112, or HON 111, PPST and admission to department). SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. SPECIAL EDUCATION MINOR. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 The Learner with Special Needs EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology EDC 410 Choose one from the following: PSY 250 Child Development PSY 251 Adolescent and Young Adult PSY 252 Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. The Learner with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) ENGINEERING A ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A./B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior 169 year at Augsburg. Bachelor of Arts/Master of Engineering (B.A./M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. 170 Engineering Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. DEGREE AND MAJOR REQUIREMENTS. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENL 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the freshman year. Students interested in chemical engineering also should take CHM 351, 352. ENGLISH—ENL T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library sci- 171 ence, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Kathryn Swanson (Chair), Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, Joan Griffin, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, James McCormick, John Mitchell, Joe Moses, John Schmit, Mzenga Wanyama, Cary Waterman, Susan Williams DEGREE AND MAJOR REQUIREMENTS. Choosing a Concentration The English Literature, Language, and Theor y concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and World literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works of fiction, poetry, creative non-fiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examina- 172 English tion, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study crosslisted with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either Creative or Media Writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. The Communication Ar ts/Literature Teacher Licensure Major is for students who seek to be licensed to teach in Minnesota in Communication Arts/Literature. Students are encouraged to take courses toward their major during the freshman and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a Communication Studies major. MAJOR REQUIREMENTS. English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least one 200level literature course as a prerequisite for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least three 300level courses, with one each in British Literature, American Literature, and World Literature. Majors must take at least two 400-level courses. Any 300-level course serves as a prerequisite for the 400-level. One 400level course must fulfill the keystone requirement. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language and theory courses, three of which must be upper division courses. English 173 English Writing Concentration Minor in Writing Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three Literature, Language, and Theory courses. At least one of these must be at the 300-level or higher. A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/COM 328; ENL/THR 325; an approved ACTC Creative Writing Course; or an internship. And ENL 420, the Keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). Media Writing Emphasis Media Ethics and Theory (ENL 390) must be one of the language, literature, and theory courses; and three introductory courses: ENL 227 (required), and a choice from ENL 220, 221, 226, or 228; And ENL 327 Quantitative Journalism; And one elective from the following: ENL 324; ENL/COM 328; ENL/THR 325; an approved ACTC Writing/Reporting Course; or an internship. And ENL 420, the Keystone writing course. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 390, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study ENL 365 Contemporary Post Colonial Fiction ENL 380 Introduction to the English Language ENL 396 Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and World Literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). 174 English Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 343 Broadcast Production I COM 352 Persuasion COM 354 Interpersonal Communication Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. Contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may be an independent study program (refer to departmental guidelines). OTHER REQUIREMENTS. Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of 2.0 or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. English 175 ENGLISH COURSES. Ser vice Courses: The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the college. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Literature, Language, and Theory Courses: The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for Communication Arts/Literature Teacher Licensure Major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) 176 English ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 American Voices American Literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different collection of those voices. A specific minority literature, such as Hispanic American Literature, Asian American Literature, or African American Literature, is usually emphasized each term; sometimes the course explores the writing of women or gay writers. Determine which version of the course is being offered in any given section by checking the departmental web page, or get a detailed course description in the English department. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) Spotlight Courses — Offered Alternating Terms ENL 260 The Author in Depth A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Rites of Thematic Passage This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Literatures of Convention and Change Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Detective Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and English 177 others. Check the departmental Web page for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Students must take ENL 220 or 221 (see writing courses), or a 200-level literature course, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 334 British literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) 178 English Eng 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) American Literature ENL 350 Readings in American Minority and Alternative Literatures A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres — slave narratives, romances, tall tales, epic poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) English 179 ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include American Families, Blacks and Whites, and Sex and Self on the American Stage. Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Virgil, Aeschylus, Sophocles, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) 180 English ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 365 Contemporary Post Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for Communication Arts/Literature Teacher Licensure Major. (Prereq.: ENL 220 or 221, or a 200level literature course, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include Classical Theaters, Spanish and Latin American Drama from the Renaissance to the Present, Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that English 181 altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 390 Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Cross listed with Communication. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor ser ve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor) 182 English ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at Art, Theatre Arts, and Film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read English 183 classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two A writing workshop in which students will revise a body of poetry, redrafting and polishing a collection of poems for inclusion in a portfolio of work. Students will also be expected to create new work during this workshop term. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student and offered as work the student will refine in Poetry Two.) ENL 324 Creative Nonfiction Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: Computer Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports and news features. This course is designed for persons wishing to explore the use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) ENL/COM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221) 184 English ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. (Prereq.: Any 300-level writing course) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 299 ENL 396 Directed Study On-Campus Internships This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 ENL 499 Off-Campus Internships Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Modern Languages. FRENCH GERMAN See listing under Modern Languages. See listing under Modern Languages. HEALTH AND PHYSICAL EDUCATION—HPE V irtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the recreational participant will find ample opportunity for athletic and developmental activities. The physical education department provides the organizational framework for a wide range of educational experiences, including several major and minor programs: general education in physical education, men’s and women’s intercollegiate athletic programs, intramural programs for men and women, and athletic facilities for developmental and recreational activities. The health education department prepares students for careers in school health education and wellness. This program offers a comprehensive health component in examining prevention and promotion needs for individuals, schools, and the community. All health and physical education majors seeking licensure must receive a grade of 2.00 in all courses with an HPE prefix applying to the major. Health and Physical Education Faculty Marilyn Florian (Chair), Jennifer Britz, Lisa Broek, Carol Enke, Paul Grauer, Aaron Griess, Frank Haege, Alvin Kloppen, Mike Navarre, Joyce Pfaff, Jessica Phillips, Missy Strauch, Eileen Kaese Uzarek DEGREE AND MAJOR REQUIREMENTS. ■ HEALTH EDUCATION Health Education Major HPE 101 Fitness For Life HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 316 Human Sexuality HPE 320 School Health Curriculum (Fall: even years) HPE 356 Measurement and Assessment in HPE HPE 390 Instructional Methods and Materials (Fall: odd years) HPE 410 Administration and Supervision of the School Health Program (Fall: even years) HPE 450 Current Health Issues (Fall: even years) BIO 103 Human Anatomy and Physiology PSY 201 Health Psychology PSY 351 Developmental Psychology: Child or PSY 352 Developmental Psychology: Adolescent and Young Adult Must have instructor’s certification for CPR and first aid. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. 185 186 Health and Physical Education A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There is no health teaching minor in Minnesota public schools.) ■ PHYSICAL EDUCATION Physical Education Major HPE 101 Fitness for Life HPE 114 Health and Safety Education HPE 115 Health and Chemical Dependency Education HPE 210 Introduction to Physical Education HPE 220 Motor Learning HPE 254 Introduction to Development/ Adapted Physical Education HPE 275 Prevention and Care of Athletic Injuries HPE 324 K-6 PE Games and Activities HPE 334 7-12 Sport Skills and Activities HPE 335 Outdoor Education HPE 340 Organization and Administration of Physical Education Programs HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 356 Measurement and Assessment in HPE HPE 473 Physical Education Curriculum BIO 103 Human Anatomy and Physiology Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for the teacher licensure major. Consult your faculty adviser for Augsburg Core Curriculum requirements under the Bachelor of Science option. Minor HPE 101, 115, 210, 223, 231, 232, 351. (There is no PE teaching minor in Minnesota public schools.) Coaching (not a major) Minnesota Board of Teaching Statute 3512.3100 Employment of Head Varsity Coaches of Interscholastic Sports in Senior High Schools requires: HPE 114 HPE 275 HPE 280 Health and Safety Education Prevention and Care of Athletic Injuries Coaching Theory (Fall, even years) Health and Physical Education 187 HEALTH AND PHYSICAL EDUCATION COURSES. ■ HEALTH EDUCATION HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall and Spring) HPE 110 Personal and Community Health Modern concepts and practices of health and healthful living applied to the individual and the community. (Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Health and Chemical Dependency Education (.5 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Prereq.: HPE 110. Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health, based upon growth and development, for grades K-12. Examination of “standards” and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPE 110. Fall) HPE 356 Measurement and Assessment in HPE Survey of basic statistical procedures, standards, assessment and evaluation of tests in health and physical education. (Prereq.: MPG III, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis upon teaching/learning strategies and student assessment. Evaluation and development of materials included. (Prereq.: HPE 110. Spring) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPE 110. Fall) HPE 450 Current Health Issues (.5 course) This course uses “critical thinking” skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110. Fall) 188 Health and Physical Education ■ PHYSICAL EDUCATION HPE 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but also to discuss and analyze ways an individual can assess, monitor, motivate, and discipline him/herself to maintain a lifestyle of fitness and wellness. HPE 002, 003 Lifetime Activity (.0 course) Lifetime Activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, Spring) HPE 101 Fitness for Life A course designed to provide the knowledge and skills to modify personal health and fitness. (Fall, Spring) HPE 210 Introduction to Physical Education (.5 course) History, principles, and current trends in physical education, fitness, and sport. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood to grade 12 and the role of school-based health and physical education programs for special needs and handicapped students. (Fall) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. (Prereq.: HPE 114. Spring) HPE 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPE 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills, teaching and officiating selected games and activities. (Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPE 101, HPE 114, HPE 210. Split fall/spring, even years) Health and Physical Education 189 HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision-making for physical education and athletic programs. (Prereq.: HPE 210. Fall) HPE 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education field. (Prereq.: BIO 103. Fall) HPE 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: BIO 103. Spring) HPE 356 Measurement and Assessment in HPE Basic statistical procedures; the use of assessment and evaluation in health and physical education programs. (Prereq.: MPG III, HPE 101 and either HPE 110 or HPE 210 and 220. Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementaryaged children. (Prereq.: HPE 101 and 324. Fall) HPE 368 Physical Education Methods (7-12) Procedures, materials, and issues for teaching physical education in secondary schools. (Prereq.: HPE 101 and 334. Spring) HPE 473 Physical Education Curriculum (.5 course) Examination and preparation of materials and resources for physical education with laboratory experience. (Prereq.: HPE 210. Fall) Internships and Independent Study Courses: HPE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HPE 299 Directed Study See description on page 96. HPE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HPE 499 Independent Study/Research See description on page 96. Open only to junior or senior majors. 190 HISTORY—HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline deVries (Chair), Phil Adamo, Bill Green, Don Gustafson, Michael Lansing medieval, modern Europe, United States, and non-Western. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Medieval Studies The History Department also hosts the major in Medieval Studies. For more information, please refer to “Medieval Studies” in this catalog. OTHER REQUIREMENTS. DEGREE AND MAJOR REQUIREMENTS. Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. History 191 Prerequisites Transfer Students Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. HISTORY COURSES. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal 192 History government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education Course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serve as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. History 193 HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social and sexual status since the 19th century, with attention given to social, racial and ethnic, and sexual differences among women. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 Environmental History A chronological exploration of the interactions between Americans and the nonhuman world. Topics include the commodification of nature, political movements organized around nature, ways of knowing nature, environmental justice, and the relationships between American culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of an off-campus location. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. 194 History HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in western daily and political life, the creation of an international borderlands, and the ecological transformation of western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (See page 215 in International Studies.) HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. History 195 HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for Global Education. Cross-listed with Women’s Studies. HIS 360 The Ancient Near East and Greece to 338 B.C. Civilization of the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on cultural borrowing, achievement in the arts, religion, and political institutions. HIS 361 Hellenistic Greece and Rome to 330 A.D. Alexander’s Empire, the Hellenistic kingdoms, and the rise of Rome as the world’s greatest power, emphasizing personalities, the arts, and Rome’s contributions in law and the political process. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1560s A study of the scholastic tradition and the role of the Church and state, emphasizing modifications of these institutions by the Italian Renaissance and the early years of the Reformation. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. 196 History HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered Fall and Spring terms.) Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HIS 299 Directed Study See description on page 96. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. HIS 499 Independent Study/Research See description on page 96. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.50 GPA in history) HONORS PROGRAM—HON T he Augsburg Honors Program offers an adventurous education where exceptional students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to create their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program Director. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and foreign language. Honors students also receive special transcript notation, special graduation recognition, resumé building positions, and special access to academic advising and career options. Honors Admissions Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score or 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application located at <www.augsburg/honors.edu>. Students applying for the Honors Program also automatically apply for the College’s highest academic-based scholarships, the President’s, Regents’, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, and PostSecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors Director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors Humanities liberal arts foundation courses 197 198 Honors Program for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, student must: join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take: HON 340, HON 480 and any two other Honors courses. Honors Co-Curricular Activities The Pike Stewards House coordinates public relations, job placement, and fund raising opportunities for all Honors students. Pike House also organizes events for alumni and fund raising. The Grif fin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Ser vants House coordinates service learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Honors Houses: all Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their House. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: Augsburg Review: students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events and high school research fairs. Student House Presidents, Debate Captains, and Student Councils: students elected to leadership within their Honors House may serve as House Presidents or Debate Captains. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. House Debate Captains organize the Inter-House Disputations and judge disputes among the Honors Houses. Honors Disputation League: students organize, coach, research, write, and rehearse as teams which then compete in intramural debate tournaments held four times each year. Honors Program 199 Student-Created Learning Experiences (SCLE) Honors student may learn through established courses or through studentcreated learning experiences. These student created experiences may substitute for any Honors curricular requirement, or may simply enrich their education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements at the same time, or simply be an elective. Student-created learning experiences may take any form. Some possible forms include: • Student Created Courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: a student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Timeline: Proposals for Fall Semester must be submitted by March 1 of the preceding academic year, and proposals for Spring Semester must be submitted by October 1 of the current academic year. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. HON 005 is required each term. First Year Fall • First-Year Students select Honors House membership. • First-Year Students not permitted to join Augsburg Review or Honors Disputation League. • HON 100 Search for Meaning & Christian Vocation • HON 120 Scholar Citizen (includes theatre lab, critical thinking skill) S pr i n g • HON 130 Liberating Letters (humanities LAF & speaking skill) • HON 111 Effective Writing (or ENL 220 or 221 as determined by advanced placement or transfer) Second Year Fall • Students invited to join HON 450 Augsburg Review and HON 460 Honors Disputation League • HON 220: Scholar Scientist, OR students with two math courses replace with HON 365 (one natural sciences and mathematics LAF and quantitative reasoning skill) S pr i n g • HON 240: Science, Technology and Citizenship, OR students with two lab science courses replace with HON 365 (one natural sciences and mathematics lab LAF) Note: Math courses and lab courses may be taken during this term. Students with two math courses and two lab courses only take HON 365 to replace both HON 220 and 240. 200 Honors Program Thir d Year • HON 480 Research Seminar Fall • Students invited to join HON 450 Augsburg Review and HON 460 Honors Disputation League • HON 250: Social Scientist (social and behavioral sciences LAF) • HON 340: Junior Colloquium (President or Dean teaches. P/N, no credit, meets twice each semester for 90 minutes) S pr i n g • HON 480 Research Seminar • HON 490: Honors Vocation Keystone S pr i n g • HON 230: Arts and the City (fine arts LAF) • HON 340: Junior Colloquium (same as Fall semester) Fourth Year Fall • Students may join HON 450 Augsburg Review and HON 460 Honors Disputation League in their fourth year, but may not fulfill the research requirement if joining for the first time. Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without permission. • Residency: All Honors Students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. HONORS COURSES. HON 005 Honors Activities Forum Honors students must register for this course each term to schedule time for Honors activities to meet. (0.0 credit, P/N only, exceptions made for scheduling conflicts.) HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on “great” (and significant) primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the medieval liberal arts trivium (grammar, rhetoric, logic). (includes lab) HON 130 The Liberating Letters: The Humanist Tradition Problem-based or question-based interdisciplinary humanities course. Emphasizes public uses of knowledge; uses resources of Cities. Honors Program 201 HON 111 Honors Introduction to Effective Writing Linked with HON 130, this effective writing course employs a rhetoric-based and argument focused approach to writing. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. Fulfills graduation QR requirement. Students who have taken two mathematics courses (MAT 145 or higher), at least one of which is taken at Augsburg, may replace with HON 365, Philosophy of Science. HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events. HON 240 Science, Technology, and Citizenship Multi-disciplinary/interdisciplinary lab science course. Students who have taken two lab science courses, at least one of which is taken at Augsburg, may replace with HON 365, Philosophy of Science. HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Makes substantial use of the resources of the Twin Cities. Travel Seminar May include a Center for Global Education 10-day seminar, other international travel, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the Dean and/or President of the College, this is similar to the Frame of Mind series. Meets twice each semester. (P/N; non-credit program requirement — year long course — fall and spring terms) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be .5 or credit, may be traditional or P/N). 202 Honors Program HON 450 Augsburg Review: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the Augsburg Review (two .5 credits across two semesters totaling one course credit, P/N only). HON 460 Honors Disputation: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving in the Disputation League (two .5 credits across two semesters totaling one course credit, P/N only). HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the student/faculty research collaboration (two .5 credits across two semesters totaling 1 course credit, P/N only). HON 480 Research Seminar: The Emerging Scholar Research seminar for students in multiple disciplines. Students complete a substantial research project. HON 490 Honors Keystone: Christian Vocation This advanced Honors version of REL 200, designed for students who have completed four years of the Honors curriculum, and designed to meet keystone requirements. This course integrates and synthesizes the themes from all four years of the Honors program. INTERDISCIPLINARY STUDIES—INS I nterdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. Interdisciplinary Studies 203 LEADERSHIP STUDIES MINOR. Coordinator Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) COM 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) COM 321 Business and Professional Speaking COM 355 Small Group Communication (no prereq.) COM 410 The Self and the Organization (WEC) MIDDLE EAST STUDIES MINOR. The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. PEACE AND GLOBAL STUDIES MINOR. See International Relations, page 205. 204 Interdisciplinary Studies INTERDISCIPLINARY COURSES. INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INTERNATIONAL RELATIONS 205 I nternational Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill-Cady DEGREE AND MAJOR REQUIREMENTS. Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 368, 465 ECO 317, 360, 365 HIS 323, 346, 348, 350, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 382, 459 REL 356, 420 SOC 241 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modern Languages) SWK 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. 206 International Relations Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. International Relations Major with International Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations Program Director for full program description. INTERNATIONAL STUDIES I nternational study at Augsburg aims to increase intercultural competency and reflects the College’s strong commitment to internationalism. Programs administered by the Center for Global Education, by International Partners, and by the Higher Education Consortium for Urban Affairs (HECUA) offer excellent opportunities for rigorous academic work, greater understanding of cross-cultural issues, and exploration of the benefits of global citizenship. Study abroad is an integral part of several majors at Augsburg, but will add an international dimension to any academic program. Students normally receive the same number of course credits abroad as they would if studying on campus. Courses abroad can fulfill major, general education, and graduation requirements when approved by the appropriate program directors and faculty before departure. An approved study abroad will also fulfill the Augsburg Experience. Students in good academic and disciplinary standing (a minimum GPA of 2.50) at Augsburg may apply to study off campus through the study abroad adviser. In addition to semester and year-long programs, short term programs also provide a number of educational opportunities. Students interested in these or other external offcampus study experiences should contact the study abroad adviser. Please contact the study abroad adviser in the Office of International Programs for a list of program deadlines. The cost for many programs is comparable to full room, board, and tuition for on-campus study, plus airfare. Financial aid is granted on the same basis as on-campus study. ■ THE CENTER FOR GLOBAL EDUCATION The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Mexico, Central America, and Namibia. They integrate rigorous academic work with real-life experiences. Students live in the midst of the society they are studying, encountering the people and culture inside and outside the walls of a classroom. All programs include family stays, regional travel, community-based living, and opportunities for volunteer work and internships. International study programs administered by the Center for Global Education and approved by Augsburg are listed below. For information on these programs, contact the semester programs abroad office. ■ INTERNATIONAL PARTNERS The International Partners program combines rigorous academic work with daily immersion in another culture. It offers students an opportunity to study abroad with outstanding faculty and to gain practical experience overseas in their major fields. The program is founded on reciprocal agreements with selected institutions of higher learning in Norway and Germany. Under these agreements International Partner students from abroad receive part of their academic training at Augsburg, and qualified Augsburg students are guaranteed admission to partner institutions, where courses are pre-approved for credit toward graduation requirements at Augsburg. 207 208 International Studies Study abroad through International Partners emphasizes business, education, and social work, but offers training in more than a dozen other fields as well. All coursework is in English. The study program may be for one year, one semester, or a summer session. Participation may be on an individual basis or as part of a student group. For further information contact the International Partners office. impact of social change, civic engagement, and cross-cultural factors on the human community. HECUA programs include intense language experience and field study. The cost is similar to full tuition, room, and board for one semester on campus, plus airfare. ■ THE HIGHER EDUCATION CONSORTIUM FOR URBAN AFFAIRS (HECUA) International study programs administered by HECUA and approved through Augsburg are listed below. For information on these programs, contact the Center for Global Education. Augsburg, in consortium with other colleges and universities, offers full-semester programs through HECUA in Norway, Bangladesh, Ecuador, and Northern Ireland. All programs emphasize the For non-international HECUA courses, see Interdisciplinary Studies (INS), MetroUrban Studies. CENTER FOR GLOBAL. EDUCATION COURSES. ■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (MEXICO)—FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing approximately six weeks, and with Mexican host families for four to six weeks. All students will be expected to take POL/WST 359, REL/WST 366, and at least one Spanish course. In addition, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. International Studies 209 SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. 210 International Studies REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. HIS/INS/POL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL AND ENVIRONMENTAL JUSTICE: LATIN AMERICAN PERSPECTIVES (MEXICO)—SPRING This is an intensive program of study and travel that explores socioeconomic and political issues with a focus on the impact of environmental policies on the lives of women and men from varying economic classes and ethnic groups in Mexico and Central America. Students will examine the ethics of land distribution, environmental racism, ecofeminism, social change, and the complexity of gender, class, race, and ethnicity in Latin America. Credit is available in Spanish, history, political science, religion, and women’s studies. Internships and independent studies are also available. The program includes a two-week seminar in Chiapas and Guatemala. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and six weeks living with Mexican host families. All students will be expected to take the following three courses: a Spanish course, HIS/WST 355, and POL/WST 341 or REL/WST 313. For their fourth course, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) International Studies 211 SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in Mexican and Central American history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. POL 341/WST 341 Environmental Politics Explores environmental politics in Latin America from pre-Columbian times to the present. Applies a gender perspective to analyze environmental issues and examines political and economic policies that promote and/or hinder sustainable development. 212 International Studies REL/WST 313 Environmental Theology and Ethics Explores different approaches to environmental ethics in Latin America, including indigenous, Jewish and Christian perspectives, liberation theology and ecofeminism. HIS/INS/POL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course or its equivalent. (Students may choose to study Spanish in Mexico during the month of January, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) International Studies 213 SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral 214 International Studies competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). ■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA, EL SALVADOR, NICARAGUA)—FALL OR SPRING This program introduces students to the key issues facing the Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) ECO 495. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. International Studies 215 Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 459 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. ■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of Southern Africa. Students meet with people repre- 216 International Studies senting a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles Against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance the successes and limitations of political victories over apartheid and racism and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor HECUA COURSES. ■ SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The curriculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union and broader global politics. Students have the option of Norwegian language study or an independent study project. INS 372 Norwegian Language INS 377 Scandinavia in the World INS 393 Scandinavian Art and Literature: Perspectives on Social Change INS 394 Urbanization and Sustainable Development in Scandinavia INS 499 Independent Study (Students may choose either INS 372 or 499) International Studies 217 ■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND SPRING The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship INS 499 Independent Study (2 course credits) ■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH — SPRING The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s development is at the core of the program, as is hands-on experience through internship and independent study. INS 307 Culture, Language, and Religion in Bangladesh (1.5 credits) INS 313 Sustainable Development in Bangladesh INS 399 Internship (1.0 credit) and INS 397 Internship (.5 credit) (total 1.5 credits) Or INS 499 Independent Study/Research (1.0 credit) and INS 497 Independent Study/Research (.5 credit) (total 1.5 credits) 218 International Studies ■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MATHEMATICS—MAT M athematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg’s urban location allows students to gain experience working with mathematics through internships, cooperative education, and the practicum and colloquium courses. 219 Mathematics Faculty Matthew Haines (Chair), Tracy Bibelnieks, Suzanne Dorée, Rebekah Dupont, Kenneth Kaminsky, Jody Sorensen DEGREE AND MAJOR REQUIREMENTS. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. CSC 160 Introduction to Computer Science and Communications Two supporting courses from the following list or substitutes with departmental approval: CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ESE 330, FIN 331, MAT 163 or MAT 173 (not both), PHY 121, PHY 122. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Depending on the choice of electives, up to two additional communication skills courses (one in writing, one in speaking) may also be required. 220 Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with Mathematics Major except that the two MAT electives and two supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355, 374, or 377; ECO 112 or 113; MAT 173, ECO 318, or FIN 331. Computational Mathematics: Two of MAT 355, 377, or approved 395; CSC 170; CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; PHY 121-122. Teaching Mathematics: MAT 252; MAT 287; MAT 314; ESE 330. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as: MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I or MAT 122 Calculus for the Behavioral and Social Sciences; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.50 in MAT courses numbered above 200, 3.00 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. At least one MAT course numbered above 250 must be taken at Augsburg. Mathematics 221 Students must earn a grade of 2.0 or better in each course that applies toward the minor. OTHER REQUIREMENTS. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MATHEMATICS COURSES. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.00 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.00 or higher advances student to MPG 4. (Prereq.: MPG 3) 222 Mathematics MAT 122 Calculus for the Social and Behavioral Sciences Concepts of differential and integral calculus with an emphasis on applications in the social and behavioral sciences and business. Students who have completed MAT 145 may not register for credit. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 123 Mathematics Sampler An examination of intriguing mathematical ideas including geometrical and numerical patterns, and axiom systems such as set theory, non-Euclidean geometries, alternative arithmetic, and infinity with an emphasis on problemsolving strategies, logic, and mathematical reasoning. (Prereq.: MPG 3) MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for MAT 137; MAT 137 or MPG 4 for MAT 138) MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, and life insurance. (Prereq.: MPG 3) Mathematics 223 MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145 or MAT 122 and MPG 4) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145 or MAT 163 and MAT 122 and MPG 4. Also recommended: CSC 160) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq. : MAT 145 or MAT 122 and MPG 4) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including functions, derivatives, integrals, and series in a theoretical setting. (Prereq.: ENL 111 or 112 or HON 111, MAT 271. Also recommended: MAT 245, MAT 246 or MAT 247, and at least one MAT course numbered 300 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 170 or consent of instructor) 224 Mathematics MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 385 Mathematics Practicum The application of mathematical problem solving to real-world projects sought from off-campus nonprofit organizations. Contains a service learning component. (Prereq.: at least two of MAT 245, 246, 247, or 271 and consent of instructor) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, chaotic dynamical systems, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study courses: MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing) See also description on page 95. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 96. MEDIEVAL STUDIES T he objective of Medieval Studies is to introduce students to the culture of the Middle Ages — its diverse history and beliefs, its arts and literature — and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Coordinator), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Joan L. Griffin (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) DEGREE AND MAJOR REQUIREMENTS. Major Nine courses, including: Four (4) core requirements: HUM 120 Medieval Connections HIS 369 Early and Middle Ages HIS 370 Late Middle Ages HUM 499 Keystone, Medieval Studies Project One (1) of the following literature courses: ENL 330 Shakespeare ENL 332 Renaissance and Reformation ENL 360 The Medieval World ENL 361 The Classical Tradition One (1) of the following religion or philosophy courses: HIS 372 Medieval Church PHI 242 Medieval and Renaissance Philosophy REL 361 Church in the First Four Centuries REL 362 Theology of the Reformers One (1) of the following history of arts courses: ART 386 Medieval Art ART 387 Renaissance and Baroque Art MUS 231 History and Literature of Music I THR 361 Theatre History and Criticism I Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Minor Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). 225 226 Medieval Studies OTHER REQUIREMENTS. Language Requirement Students must take one year of collegelevel Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Quantitative Reasoning (QR) Skills Fulfilled outside the major. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related to Medieval Studies. COURSES. HUM 120 Medieval Life in 12th-century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, please refer to the specific departments elsewhere in the catalog. METRO-URBAN STUDIES—INS M etro-Urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, social work, art, and other related disciplines. Metro-Urban studies is designed to blend classroom, theory, field studies, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies and general education’s Engaging Minneapolis introduce students to the wide variety of developing careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College’s location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael Lansing (HIS), Lars Christiansen, Nancy Fischer (SOC), Michael Shock (SWK), Kristin Anderson (ART) DEGREE AND MAJOR REQUIREMENTS. Major Ten courses including: ECO 113 Principles of Microeconomics POL 122 Metropolitan Complex SOC 111 Community and the Modern Metropolis HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 Political/Statistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Minor POL 122, SOC 111, HIS 225/249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. 227 228 Metro-Urban Studies METRO-URBAN STUDIES COURSES. Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. INS 299 Directed Study See description on page 96. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study/Research See description on page 96. (Prereq.: POL 484 or SOC 363) ■ URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. URBAN STUDIES COURSES. ■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Diversity and Unequal Urban Development Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Metro-Urban Studies 229 INS 359 Field Seminar: Urban Inequality and Social Change Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 95. ■ II. CITY ARTS—SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Emerging Art and Urban Cultures Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 The Politics of Artistic Expression Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 95. ■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC POLICY — FALL Focuses on the social, scientific, ecological, and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions of Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship (2 course credits) ■ IV. SEE HECUA UNDER INTERNATIONAL STUDIES 230 MODERN LANGUAGES T he Department of Modern Languages at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The modern languages department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in modern languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Modern Languages Faculty Mary Kingsley (Chair), Molly Enz, Pary Pezechkian-Weinberg, Susana Sandmann, Frankie Shackelford, Donald Steinmetz DEGREE AND MAJOR REQUIREMENTS. Major The major consists of nine courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. Minor The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture. At least three of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. OTHER REQUIREMENTS. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Modern Languages 231 Study Abroad Teaching Licensure A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Since spring term 2001, Augsburg College no longer offers a licensure program in modern languages. MODERN LANGUAGES COURSES. ■ AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) ■ CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 FRE 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) 232 Modern Languages FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: FRE 311 or consent of instructor. On demand) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. FRE 299 Directed Study See description on page 96. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. FRE 499 Independent Study/Research See description on page 96. Modern Languages 233 ■ GERMAN (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 GER 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: GER 311 or consent of instructor. On demand) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The intellectual, cultural, and political history of all peoples is reflected in their literature. The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. 234 Modern Languages GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Karl Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: GER 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. GER 299 Directed Study See description on page 96. GER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. GER 499 Independent Study/Research See description on page 96. ■ JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) Modern Languages 235 NOR 295 NOR 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. (Prereq.: NOR 311 or consent of instructor. On demand) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Fall: alternate years) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NOR 299 Directed Study See description on page 96. NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NOR 499 Independent Study/Research See description on page 96. 236 Modern Languages ■ OJIBWE (OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; Spring: 112, Prereq.: 111) ■ SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 SPA 311 Topics in Literature, Culture, or Linguistics Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them. Intensive practice with emphasis on the finer points of grammar. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) Modern Languages 237 SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works of literature. (Prereq.: SPA 311 or consent of instructor. On demand) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SPA 299 Directed Study See description on page 96. SPA 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SPA 499 Independent Study/Research See description on page 96. 238 MUSIC—MUS T he Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Anthony Cox, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Dan Fretland, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Jim Jacobson, Kathy Kienzle, Rena Kraut, Caroline Lemen, Steve Lund, Laurie Merz, Vladan Milenkovic, Rick Penning, Nicholas Raths, Andrea Stern, Sonja Thompson, Shannon Wettstein, Angela Wyatt Fine Arts Manager Randall Davidson Fine Arts Coordinator Cathy Anderson Fine Arts Facilities Manager Karen Mulhausen DEGREES/MAJORS. Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a certified music therapist. Music 239 Music Minor Music Music business **All music majors and music minors** must choose and apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications are in the Music Department Student Handbook. Transfer students should meet with a music degree adviser as soon as possible after enrolling at Augsburg. DEGREE AND MAJOR. REQUIREMENTS. Music Core Curriculum MUS 101 MUS 111 MUS 102 MUS 112 MUS 201 MUS 211 MUS 202 MUS 212 MUS 231 Materials of Music I Aural Skills I Materials of Music II Aural Skills II Materials of Music III Aural Skills III Form and Analysis Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music II MUP 1xx-4xx Performance Studies MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 121: Large Ensemble Four to eight semesters in accordance with degree requirement Piano Proficiency Test (see Music Department Handbook) Music Repertoire Tests (see Music Department Handbook) ■ BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core curriculum and: MUS 341 Basic Conducting MUS 458 Senior Recital One (1.0) credit of approved courses outlined in the Music Department Student Handbook. One (1.0) credit of upper division music courses. MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142or 143 or 144 or 145 Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests 240 Music Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of A r t s i n M u s i c w i t h M u s i c B u s i n e ss Concentration (designed for the performing artist) and the Bachelor of Arts in Bu s i n e s s A dmi n i s t r a t i o n w i t h Specialization in Music Business (designed for the music/business student). Faculty Adviser: Ned Kantar B.A. in Music with Music Business Concentration Requirements: Music core curriculum and: ECO 113 Principles of Microeconomics MIS 260 Problem Solving ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking MUS 458 Senior Recital MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 121 Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests B.A. in Business Administration with Specialization in Music Business Requirements: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — OR — 2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Music 241 Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUS 232 History and Literature of Music II One (1.0) credit of additional music courses MUE 111 or 112 or 114 or121 & MUP 1xx-2xx Performance Studies (.25 credit) Four consecutive semesters in a major Augsburg ensemble concurrent with four quarter courses of performance studies on the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I MUS/BUS 399 Internship (approved for the Music Business Minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) ■ BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. 242 Music F a c u l t y A d v i s e r s: Robert Stacke-Instrumental Peter Hendrickson-Vocal Requirements Music core curriculum and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two areas of emphasis: Vocal emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) MUS/THR 235 Music Theatre (.5 credit) Instrumental emphasis: MUS 344 Instrumental Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) two semesters, or MUS 129 one semester and MUS 143 one semester Music elective (1.0 credit) MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 2xx-4xx Performance Studies (.5 credit) Six semesters of hour lessons in the major instrument/voice (second, third, fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 121 (.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds and percussion, Band; strings, Orchestra; voice, Choir). You must participate in the ensemble for which you want to teach. (total= 2.0 credits) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 Two semesters in a chamber music course on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice Music 243 ■ BACHELOR OF MUSIC Music Performance Major A focused classical training program designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and studio teaching, professional performance opportunities, auditions, and graduate school. Acceptance to the program is by application and audition (see Handbook). Faculty Adviser Jill Dawe Requirements Music Core Curriculum and: MUP 1xx Performance Studies Two semesters of half hour lessons (0.25 credit) in major instrument MUP 2xx-4xx Performance Studies Six semesters of one hour lessons (0.5 credit) in major instrument MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 Chamber Music courses (0.0 credit). At least four semesters playing major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) (see Handbook) MUE 111 or 114 or 121or 141 Large Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral Elective (1.0 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUS 394 Opera, Opera. Keyboard Majors: MUS 436 Piano Repertoire MUS 456 Piano Pedagogy Elective (1.0 credit) Instrumentalists: MUS356 MusicMethods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) Electives (1.5 credit) ■ BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a four-and-one-half-year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core curriculum and: MUS 271 Music Therapy Techniques and Materials MUS 274, 275 Music Therapy Practicums MUS 372, 375 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 472 Human Identity Through the Creative Arts MUS 473 Music Therapy Senior Seminar 244 Music MUS 474, 475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods II: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 215 Research Methods: Design Procedure, and Analysis I MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/ Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: • submit an application for admission during the first semester of residency at Augsburg • submit a copy of a current academic transcript and transferred credits with the application • submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Student Handbook) • complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s performance at his or her first jury. Music 245 Departmental Honors Students may apply for departmental honors by submitting an honors project proposal to the music faculty during the first semester of the senior year. Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study. The honors proposal should clearly outline a project that goes well beyond required coursework, and could include but is not limited to one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. • B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. • B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. • B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. ■ EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Registration in performance studies in the major instrument/voice is required during the semester in which a degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate junior and senior recitals. Recitals are graded on a pass/fail basis. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student recitals may be considered for departmental sponsorship. All music degree recitals must meet the academic guidelines set forth in this catalog. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 246 Music MUSIC COURSES. Many music courses are offered alternate years. Consult the registrar’s website <www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each term. ■ THEORY AND MUSICIANSHIP MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.00) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Music 247 MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm and form. Serialism, exoticism, indeterminacy, electronic minimalism, special effects. Related literature (Prereq.: Passing MUS 311 with a minimal grade of 2.0 or permission from instructor) ■ HISTORY AND LITERATURE MUS 130 Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Each course in the MUS 331-334 sequence (Baroque, Classical, Romantic, Contemporary) offers a detailed investigation of the music of each era focusing on its cultural, historical, and musical significance. In addition to incorporating performance/performance practice and attendance at designated Twin Cities concerts, the course satisfies the “writing in the major” skills component with the preparation of a major research paper. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (Prereq.: MUS 231, 232) (.5 course) 248 Music MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254 or permission from instructor) MUS 436 Piano Repertoire (.5 course) A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232) ■ MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano, and percussion with application for the use of these instruments for music therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Music 249 MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 472 Human Identity through the Creative Arts See course description for MUS 272. Enrollment for upper division credit required for music therapy majors; will include an additional course module. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. ■ MUSIC BUSINESS MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics covered include contracts, business structures and basic business essentials, band names, publicity and advertising, and the role of agents and managers. Other topics include music and theater, arts administration, copyright, licensing, and recording. This course is also offered as BUS 105. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS/BUS 105) ■ METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS (.5 course) MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) (.5 course) 250 Music MUS 359 MUS 456 MUSIC METHODS: VOCAL (.5 course) Piano Pedagogy (.5 course) Explores methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that pairs each Augsburg student with one-to-two students whom they will teach. ■ APPLIED SKILLS AND GROUP LESSONS MUS 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155A Class Piano (.25 course) This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Music 251 MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) MUS 394 Opera, Opera This course combines the study and performance of opera and music theatre, and techniques of singing for the stage. Student assignments will include reading, discussion, and performance of opera/musical theatre scenes; going to performances; and visiting performing organizations in the Twin Cities. “Opera, Opera” will culminate in a performance of opera/music theatre scenes. ■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING MUP 1xx-4xx Performance Studies Performance Studies provide a unique opportunity for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background and goals of the student. Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits (one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). Freshmen may qualify to have their lesson fee waived (one instrument per semester for half-hour weekly lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department. Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit must be registered by ADD/DROP for m, signed, and delivered to Registrar’s Office by the student. Please check with the music office or use the search option on AUGNET Records and Registration to get the correct course section for instruments with more than one teacher. MUP 111-211-311-411 Voice MUP 132-232-332-432 Bassoon MUP 116-216-316-416 Electric Bass MUP 133-233-333-433 Clarinet MUP 121-221-321-421 Violin MUP 134-234-334-434 Saxophone MUP 122-222-322-422 Viola MUP 135-235-335-435 Flute MUP 123-223-323-423 Cello MUP 137-237-337-437 Horn MUP 124-224-324-424 Bass MUP 141-241-341-441 Trumpet MUP 131-231-331-431 Oboe MUP 142-242-342-442 Trombone 252 Music MUP 143-243-343-443 Baritone MUP 181-281-381-481 Organ MUP 144-244-344-444 Tuba MUP 191-291-391-491 Harp MUP 152-252-352-452 Piano MUP 192-292-392-492 Improvisation MUP 161-261-361-461 Guitar MUP 193-293-393-493 Composition MUP 171-271-371-471 Percussion The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) MUE 143 Jazz Ensemble (.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. MUS 358 Junior Recital (.0 course) B.M. candidates only. One-half hour recital at repertoire level III for Music Education majors, one hour recital at level IV for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.0 course) One-half hour recital at repertoire level III for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.0 course) B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one hour recital at level V for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. MUP 159 Piano accompanying Professional accompanying/weekly coaching for singers and instrumentalists. Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and coaching with a professional pianist. MUP fee schedule applies. (see Handbook) Music 253 LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency. Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) ■ INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MUS 299 Directed Study See description on page 96. MUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research See description on page 96. Open only to advanced students upon approval of the faculty. 254 NATURAL SCIENCE TEACHING LICENSURES T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. LICENSURE REQUIREMENTS. Broad Base Requirements (also for 5-8 General Science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 101 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Broad base requirements (substitute BIO 113 and 114 for BIO 101/103 and 102), plus: BIO 215 Introductory Cellular Biology BIO 491 Seminar Six other biology courses, including at least one from each of the following groups: BIO 351 Invertebrate Zoology or BIO 353 Comparative Vertebrate Anatomy or BIO 473 Animal Physiology BIO 361 Plant Biology or BIO 440 Plant Physiology BIO 369 Biochemistry or BIO 476 Microbiology BIO 355 Genetics or BIO 481 Ecology BIO 471 Advanced Cellular and Molecular Biology or BIO 474 Developmental Biology One math course: MAT 114, 122, 145, or 163 Natural Science Teaching Licensure 255 Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) 256 NORDIC AREA STUDIES—NAS N Other Requirements ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modern Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. Minor Four upper division courses. NORDIC AREA STUDIES COURSES. NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) Nordic Area Studies 257 NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NAS 299 Directed Study See description on page 96. NAS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. NAS 499 Independent Study/Research See description on page 96. NORWEGIAN See listing under Modern Languages. 258 NURSING—NUR T he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the health care field. The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own private practices. Wherever they work, nurses provide comprehensive health care for persons, groups, and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg’s nursing program, which leads to a bachelor of science degree with a major in nursing, is accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Ruth Enestvedt, Joyce Miller, Sue Nash Adjunct Faculty: Marty Aleman, Katherine Baumgartner, Linda Holt, Barb Knutson, Mary O’Connell, Deborah Schumacher, Pauline Utesch, Luann Watson Emerita: Beverly Nilsson Program Assistant: Sharon Wade DEGREE AND MAJOR REQUIREMENTS. Major Seven courses including: NUR 330 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and cumulative GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The program has been planned so that the major can be completed over 15 months with a summer break; however, students may pursue their studies at a slower pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN Admissions staff in Weekend College for program planning. Departmental Honors Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented Nursing 259 before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regar ding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 90. ENTRANCE REQUIREMENTS. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.20 GPA. 2. Graduation from a nationally accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.50 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have their own malpractice insurance and an updated immunization record. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a BSN. Nursing courses at Augsburg are available evenings and weekends through Weekend College. Nursing classes usually meet on alternate weekday evenings for one three-and-one-half-hour time block. Clinical practicum requirements usually occur on weekdays. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus; at United, Mercy, Unity and Children’s Hospitals in St. Paul, Coon Rapids, and Fridley, MN; and in Rochester, MN. NURSING COURSES. NUR 330 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. 260 Nursing NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105) NUR 411 Community Health Nursing II* Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) See description on page 96. Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and clinical practicum hours. PHILOSOPHY—PHI P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach DEGREE AND MAJOR REQUIREMENTS. Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th Century Philosophy 261 A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See course listing on page 149. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. 262 Philosophy PHILOSOPHY COURSES. PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Philosophy 263 PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy The major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). PHI 344 History of Philosophy IV: 20th-Century Philosophy A survey of major philosophical schools in the 20th-century: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) 264 Philosophy PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor. Offered annually) Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHI 299 Directed Study See description on page 96. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHI 499 Independent Study/Research See description on page 96. PHYSICAL EDUCATION See listing under Health and Physical Education. PHYSICS—PHY P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. 265 The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Kenneth Erickson, William Jasperson, Jeffrey Johnson, Ben Stottrup, David Venne Physics Research Staff Jennifer Posch DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics 266 Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics ■ BACHELOR OF SCIENCE Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics ■ BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the freshman year, and MAT 245 and 247 (or PHY 327) during the sophomore year. Physics 267 Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II PHYSICS COURSES PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Fall, spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) 268 Physics SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratory/lecture periods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) Physics 269 PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, Fourier series, series solution of differential equations, Legendre, Bessel and other orthogonal functions, and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) 270 Physics PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses: PHY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHY 299 Directed Study See description on page 96. PHY 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. PHY 499 Independent Study/Research See description on page 96. Open to juniors and seniors with departmental approval. POLITICAL SCIENCE—POL F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Andrew Aoki (Chair), Milda Hedblom, Norma Noonan, John Shockley, Joseph Underhill-Cady DEGREE AND MAJOR REQUIREMENTS Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. Pre-Law Concentration in Political Science Major: 11 courses required Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 271 272 Political Science Electives — five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. Two Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be cancelled). Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary educaiton. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Pre-Law Minor: six courses required Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social Studies — Capstone course (required for licensure) Four Required Courses: POL 121 POL170 Political Science Courses: POL 121 American Government (social science core course) Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted Political Science 273 into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. POLITICAL SCIENCE COURSES. ■ I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government — including Congress, the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) 274 Political Science POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) ■ II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) Political Science 275 POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) ■ III. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence) ■ IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) 276 Political Science POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) ■ V. POLITICAL THEORY AND ANALYSIS POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Science 277 ■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 96. POL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. POL 499 Independent Study/Research See description on page 96. 278 PSYCHOLOGY—PSY P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg’s active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty Bridget Robinson-Riegler (Chair), Barbara Curchack, Grace Dyrud, Stacy Freiheit, David Matz, Nancy Steblay DEGREE AND MAJOR REQUIREMENTS. Major The major is 10 courses Foundations of Psychology (five courses) PSY 105 Principles of Psychology PSY 215 Research Methods: Design, Procedure, and Analysis I PSY 315 Research Methods: Design, Procedure, and Analysis II At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (two courses) PSY 399/396 Internship At least one course from the following: PSY 357 Behavioral Analysis PSY 359 Assessment PSY 263 Sports Psychology PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology PSY 410 Clinical Neuropsychology Electives (three courses in psychology) Majors are strongly encouraged to take more than the minimum 10 required psychology courses; no more than 13 course credits can count for graduation. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, and 499 may be counted. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Psychology 279 All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department Chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.00 in the major and 3.50 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399/396, and 499 may be counted. PSYCHOLOGY COURSES.. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) 280 Psychology PSY 215 Research Methods: Design, Procedure, and Analysis I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 PSY 262 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: Psy 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 105) Psychology 281 PSY 315 Research Methods: Design, Procedure, and Analysis II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher, ENL 111 or 112 or HON 111) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 381 Historical Perspectives Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with junior standing) 282 Psychology PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 410 Clinical Neuropsychology The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses. PSY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 96. (Prereq.: PSY 105) PSY 399/396 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. Participation in a concurrent seminar is required. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. The internship satisfies the Keystone requirement. (Prereq.: PSY 315, ENL 111 or 112 or HON 111) PSY 499 Independent Study/Research See description on page 96. (Prereq.: PSY 315) RELIGION, YOUTH MINISTRY—REL, YFM R eligion asks questions and seeks answers fundamental to humanity’s search for meaning: Who are we as human beings? (Who am I?) What is our relationship with each other, with the natural world, and with God? (What is my place in the world? What am I called to do?) What do good and evil mean in this time and this place? (Do I — or how do I — understand these concepts differently than those from different times and ages?) The study of religion, including inquiry into the history and traditions of Christianity, exploration of other major world religious traditions, study and interpretation of the Hebrew Bible and New Testament, and reflection on vocation, is central to the mission and vision of Augsburg College. At the center of the AugCore, Augsburg’s general education program, are courses in the Religion Department. In these courses, students are challenged and equipped to articulate what they believe and to see that what they believe matters. These courses also ground students who wish to major or minor in Religion or Youth and Family Ministry, where they may more explore more deeply the interpretation of the Bible, church history, theology, world religions, spirituality and spiritual practices, as well as the practical aspects of the life and work of the church. Augsburg is a college of the Evangelical Lutheran Church in America (ELCA), and this means that we are eager to engage in dialogue with Christians of all denominations and with people who practice other spiritual traditions or claim no religious beliefs. We challenge all our students to respect and learn from one another and to AND FAMILY think critically about matters of faith and reason. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma GENERAL REQUIREMENTS. Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Graduation Requirements Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last ten years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology 283 284 Religion at another college may take REL 300 in place of the college REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. RELIGION—REL A religion major serves as a strong foundation in the liberal arts. It prepares students for professional work and/or graduate studies in a wide array of fields. Certainly, students interested in seminary and ministry are well-served by an undergraduate religion degree. Students who wish to pursue graduate studies in theology, religious studies, sacred scripture, or church history are also good candidates for a religion major. Students interested in graduate studies in most any field in the humanities and social sciences could choose a religion major. Law schools and other professional schools, including medical schools, are attracted to students with a religion degree and the skills of analytic reading, critical thinking, writing, and speaking acquired in pursuit of that degree. DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Religion Major Eight courses including: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in Youth and Family Ministry (YFM) may count toward the religion major or minor. Religion 285 RELIGION COURSES. REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for cr edit for students who h a v e t a k e n R E L 3 0 0 o r 33 1 . REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100, 111, 221, 300, or 331 and ENL 111 or 112 or HON 111) REL 206 Apostles of Hope This course will explore how Israel adapted, resisted, fractured into sects, and was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of the Roman order? REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. 286 Religion REL 301 Interpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary environmental theology and theologically-based approaches to environmental ethics using case studies of environmental problems in Mexico and Central America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand’s contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of many contemporary American religious groups. Some controversial religious movements will also be considered. Religion 287 REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 REL 362 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between theology and social/political transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 378 REL 383 Medieval Church (See description under HIS 378) Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretaton through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. 288 Religion REL 405 Lilly Scholar Seminar I (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 406 Lilly Scholar Seminar II (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. Religion 289 REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: REL 210 and ENL 111 or 112 or HON 111) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. Limited to special cases. REL 299 Directed Study See description on page 96. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. REL 499 Independent Study/Research See description on page 96. For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society YOUTH AND FAMILY MINISTRY—YFM Youth and Family Ministry Major The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology and Bible with supporting coursework in the social sciences. A distinctive part of the major is the combination of practical and theological training. Students are accepted into the program through a two-step candidacy process. Contact the youth and family ministry coordi- nator in the religion department about when and how to apply for candidacy. This major requires 150 hours of supervised contextual education (YFM 207) as preparation for a 150-hour internship (YFM 399) with a congregation or ministry organization. YFM majors are encouraged to plan class schedules to allow for either extending the internship experience for a full year, or completing the internship semester while carrying only one additional class. Consult the youth and family ministry coordinator for advising. 290 Youth and Family Ministry Youth and Family Ministry Major Eleven courses including: Theology core: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 495 Religion Keystone Youth and family ministry core: YFM 207 Contextual Education [required non-credit field experience] YFM 232 Peer Ministry: Principles and Leadership YFM 235 Basics in Youth and Family Ministry YFM 358 Life and Work of the Church or YFM 316 Church and Culture in Context YFM 399 Internship REL 343 Theology of Marriage and Family REL 425 Christian Spiritual Practices and three supporting courses: SOC 231 Family Systems: A CrossCultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following six courses: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation YFM 235 Basics in Youth and Family Ministry YFM 232 Peer Ministry one Bible survey course from: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament one upper division YFM course from: REL 343 Theology of Marriage and Family YFM 316 Church and Culture in Context YFM 358 Life and Work of the Church one formal, supervised field work experience: YFM 207 Contextual Education (noncredit requirement) YFM 399 Internship or field work with youth and families, supervised through another major and approved by the religion department youth and family ministry coordinator. Youth and Family Ministry 291 YOUTH AND FAMILY MINISTRY COURSES. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 207 Contextual Education (.0 course) Students reflect upon and relate their learning of theology, the youth and family ministry model, and supporting social science courses to experiences during 150 hours in an approved congregational setting. They discuss ministry issues with peers and supervisors and begin preparation of their professional portfolios. This is a non-credit requirement for the major. It may be done over two to three semesters. (Prereq.: Candidacy step #1) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Basics in Youth and Family Ministry A study in the basics of Christian ministry, especially with regard to children, youth, and families. Biblical and theological foundations in ministry are explored. Conceptual models and basic skills of ministry with children, youth, and families in congregations and other ministry settings are also explored. YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. YFM 358 Life and Work of the Church An overview of the manner in which Christianity has carried out its mission throughout the centuries. An exploration of the issues and challenges facing the “postmodern” church. A study of the role of households, congregations, and other ministry organizations in shaping and nurturing the Christian faith. YFM 399 Internship Supervised practice of youth and family ministry during 150 hours in an approved congregational setting. Students complete a formal internship agreement and projects. (Prereq.: Candidacy step #2) YFM 499 Independent Study/Research See description on page 96. SCANDINAVIAN STUDIES See Nordic Area Studies. 292 SOCIAL STUDIES TEACHING LICENSURE S tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 120 America to 1815 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SOCIAL WORK—SWK T he social work major prepares graduates to work with individuals, groups, families, communities, and organizations. Graduates are social work professionals prepared for practice that promotes social and economic justice and encourages individual and group empowerment. The social work undergraduate receives a bachelor of science in social work (BSW) degree and is eligible to apply for licensure as a generalist social worker. We also offer a graduate masters degree in social work (MSW). Both the baccalaureate and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” Service learning and practica assignments are integral to the curriculum. The Twin Cities region offers a variety of innovative and professional community agencies. Bringing the local social welfare resources into the classroom through presentations and internships allows students to train with and learn from local, regional and national social work leaders. Students also work within social, cultural, ethnic, and economically diverse communities, becoming better able to practice in a global society. The social work major at Augsburg College provides each student with a strong foundation for graduate studies in social work and other human service fields. The social welfare minor and social work electives offer students from other disciplines the opportunity to gain knowledge about human needs, growth and development, experience with urban human services, and an introduction to global issues of peace and justice. 293 Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Christina Erickson, Annette Gerten, Barbara Lehmann, Rosemary Link, Sharon Patten, Curt Paulsen, Nancy Rodenborg (BSW Field Coordinator), Glenda Dewberry Rooney, Michael Schock (BSW Program Director), Maryann Syers (Field Education Coordinator), Tan Ngoh Tiong DEGREE AND MAJOR REQUIREMENTS. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice I: With Individuals SWK 307 Field Work I: Integrative Seminar SWK 316 Social Work Practice II: With Families and Groups SWK 317 Field Work II: Integrative Seminar SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research II: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice III: With Communities and Policies SWK 407 Field Work III: Integrative Seminar SWK 417 Field Work IV: Integrative Seminar SWK 490 The Social Worker as Professional and seven supporting courses: BIO 121 Human Biology PSY 105 Principles of Psychology SOC 121 Introduction to Human Society 294 Social Work SOC 265 SWK 257 SWK 260 SWK 280 Race, Class and Gender Exploring Human Services Humans Developing Diversity and Inequality in Professional Practice A minimum grade of 2.0 is required for each core course and a 2.00 GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Admission to the Major Students must apply to be admitted to the BSW degree program. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The initial candidacy application is completed in the spring term of the sophomore year or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the BSW program before beginning the first field practicum in the junior year. Admission to the program is required as a pre-requisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social Work Department for details. Departmental Honors The social work department offers students the opportunity to earn Departmental Honors through the completion of an applied or scholarly project. Students may apply for Departmental Honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/N (in addition to the integrative field seminars, which are graded P/N) and must complete a minimum of 14 traditionally graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with your advisor or BSW program director for complete details and deadlines. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice III: With Communities and Polices SOC 265 Race, Class, and Gender and one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Politics and Public Policy Social Work 295 SOCIAL WORK COURSES. ■ COURSES OPEN TO ALL STUDENTS SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. SWK 257 Exploring Human Services In this service learning course, students explore human services and especially social work as a major and as a career. In addition to attending class, students work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or concurrent registration: SOC 265 Race, Class and Gender) SWK 260 Humans Developing This course helps students to examine critically factors influencing human growth and development within diverse and oppressed groups. Students come to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals, groups, and families. SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing or consent of instructor) SWK 406 Social Work Practice III: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Prereq.: senior standing or consent of instructor) 296 Social Work ■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY SWK 306 Social Work Practice I: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. SWK 307 Field Work I: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 307 is concurrent with SWK 306 and is the first of two courses required in the junior year practicum, P/N grading only.) SWK 316 Social Work Practice II: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. SWK 317 Field Work II: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 317 is concurrent with SWK 316 and is the second of two courses required in the junior year practicum, P/N grading only.) SWK 402 Research I: Fundamentals of Social Work Research and Evaluation (0.5 course) Students are introduced to basic social research methods commonly used in social work research. Students learn how to access and understand current knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing research strategies as applied to practice evaluation. (This half course is in sequence with SWK 403 and is concurrent to SWK 406.) Social Work 297 SWK 403 Research II: Evaluation of Social Work Practice and Programs (0.5 course) Building on the work in SWK 402, students plan and complete an evaluation of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative and qualitative information. (Prereq.: SWK 402 and MPG 3) SWK 407 Field Work III: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 406 and is the first of two courses required in the senior year practicum, P/N grading only.) SWK 417 Field Work IV: Integrative Seminar This course is a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 417 is concurrent with SWK 419 and is the second of two courses required in the senior year practicum, P/N grading only.) SWK 490 The Social Worker as Professional This course, which meets the senior keystone course requirement in the Augsburg Core Curriculum, is the summative seminar in the social work major. Students learn organizational analysis and methods for agency change as well as reflect on vocation in social welfare, engage in career planning, study ethical practice principles, and prepare to engage in professional social work practice. (Prereq.: senior social work status required) Internships and Independent Study Courses: SWK 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 96. SWK 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SWK 499 Independent Study/Research See description on page 96. 298 SOCIOLOGY—SOC S ociology is the scientific study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg’s metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in research, management, and human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. Sociology Faculty James Vela-McConnell (Chair), Lars Christiansen, Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert DEGREE AND MAJOR REQUIREMENTS. Students may choose to pursue the core sociology major or they may opt for a specialized, interdisciplinary concentration within the major. Core Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces an excellent set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students and serve them well. Thus, these required and sequenced courses are also the core of the concentrations that allow students to pursue their electives in a direction that adds other skills related to areas of interest. Those concentrations include: Community Studies, Crime and Deviance, Cultural Anthropology, Organizational Studies, and Social Psychology. The major includes a total of ten courses: five required core courses and five electives, at least two of which are upper division courses from the specified list below: Core major: SOC 121 Introduction to Human Society SOC 362 Statistical Analysis SOC 363 Research Methods SOC 485 Sociological Theory SOC 490 Senior Seminar Sociology 299 At least two of the following upper-division courses (Prereq: SOC 121): SOC 349 Organizational Theory SOC 375 Social Psychology SOC 381 City & Metro-Urban Planning SOC 390 Social Problems Analysis SOC 410 Field Studies of Organizations SOC 300 Special Topics: Organizational Deviance SOC 300 Special Topics: Juvenile Delinquency SOC 300 Special Topics: Sociology of Law Three additional sociology electives. SOC 399 (Internship) is highly recommended. Note: Majors must have a 2.0 or better in each required course to receive credit in the major. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. Courses required beyond the core major requirements are: SOC 111, SOC 381, SOC 399 and one additional elective. See Garry Hesser for advising and visit the department website for details. Concentration in Crime and Deviance Students interested in the traditional aspects of criminal justice — courts, prisons, probation, and law enforcement — as well as community crime prevention will be served by this concentration in the major. Courses required beyond the core major requirements are: SOC 265, SOC 277, a topics course in Deviance and Juvenile Delinquency or Organizational Deviance, PSY 335, and an upper division Internship approved by the department. See Diane Pike for advising and visit the department website for details. Concentration in Cultural Anthropology This concentration offers sociology majors an opportunity to examine and develop the methods and theoretical perspectives used by cultural anthropologists to study and understand the dynamics of culture. To complete the concentration, the sociology major must complete five additional courses beyond the core sociology courses. Two of those courses must be SOC 141 and SOC 499. The remaining three courses must be selected one each from three course groupings: World Cultures, Anthropological Research, and Theoretical Perspectives. See Eric Buffalohead for advising and visit the department website for details. Concentration in Organizational Studies This concentration is designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This concentration seeks to equip students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Work and Society (SOC 222), Organizational Theory (SOC 349), Field Studies in Organizations (SOC 410), and three courses in related fields — BUS 340, one from BUS 242 or ECO 113, and one from INS 325, COM 345, or COM 410. Organizational Deviance (SOC 300) may be a substitute for either BUS course. See Lars Christiansen for advising and visit the depart website for details. 300 Sociology Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology and/or psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in public relations, law, consulting, research, social policy, and more. Courses required beyond the core major requirements are: SOC 375, SOC 390, SOC 499, PSY 105, PSY 325, and PSY 491. See James Vela-McConnell for advising and visit the department website for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.00 GPA in courses counting toward the minor. SOCIOLOGY COURSES SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 141 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) Sociology 301 SOC 222 Work and Society Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 290 Cultures of Violence What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives to conflict. (Offered on rotating schedule) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq.: consent of instructor) 302 Sociology SOC 349 Organizational Theory What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Spring) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) SOC 363 Research Methods Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course analyzes the dynamic tension between the self and society, as well as the major questions, issues, perspectives, and methods of the field. (Prereq.: Soc 121 or consent of instructor. Fall, spring) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: SOC 121 or consent of instructor) SOC 410 Field Studies in Organizations In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as explore the challenges, strategies, and rewards of doing projects as a group. (Prereq: SOC 222 and SOC 349, or permission of the instructor) Sociology 303 SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) SOC 490 Senior Seminar and Keystone This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Internships and Independent Study Courses: SOC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SOC 299 Directed Study See description on page 96. SOC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring) SOC 499 Independent Study/Research See description on page 96. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Modern Languages. 304 THEATRE ARTS—THR T he study of theatre is firmly grounded in the liberal arts, integrating knowledege and principles from many academic and artistic disciplines, including speech/communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students), and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for such careers as law, edu- cation, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department encourages a second major or minor in such fields as art, English, education, film, music, history, sociology, or religion. Theatre Arts Faculty Michael Burden (Chair), Julie Bolton, Martha Johnson, Darcey Engen, Lisa Anderson, Sandra Agustin, David DeBlieck, Karen Mulhausen, Sandy Nei Schulte DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS The Theatre Arts Department currently has two concentrations within the major: Performance Concentration and Theatre Design/Technical Theatre Concentration. Both concentrations consist of the Theatre Core Curriculum supplemented by electives specific to each concentration. Theatre Arts Major Performance Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and professional work as a performer. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as theatre electives. Students in the performance concentration are encouraged to consult with their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are Theatre Arts 305 offered. Students are strongly encouraged to also complete a professional Internship at a local Twin Cities Theatre. Ten THR courses — eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten Production Practicum Units (THP)— See Practicum Units Technical Design/Technology Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies or professional work as a theatre designer or technician. Students choosing this concentration will enroll in the eight core theatre major classes taken by all theatre majors and will supplement the core with at least two electives from the Art Department. Students in the emphasis are strongly encouraged to also take an Independent Study in their area of focus and to do a professional Internship at a local Twin Cities Theatre. Ten THR courses-eight required core courses and Two electives chosen from ART electives, Plus 10 theatre practicum units taken as THP. Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Two Electives from: ART 107 or ART 105 Drawing Introduction to Architectural Drawing ART 240 Art History Survey or ART 243 or 244 History of Architecture Ten Production Practicum Units (THP) See Practicum Units The following courses are strongly recommended: THR 228 Directed Study ART 340 Digital Imaging THR 339 Internship THR 499 Independent Study Theatre Practicum Units (THP) All Theatre Arts Majors in either Concentration are required to complete 10 practicum units (THP) from three established areas. Area 1 Per for mance Each major will complete between one and five THPs from this area. The Performance Area THPs are: 306 Theatre Arts THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area 2 Production Each major will complete between four and eight THPs from this area. The Production Area THPs are: THP 112, 122 or 132 House Management THP 113, 123 or 133 Set, Lights, Costumes Crew THP 114, 124 or 134 Running Crew THP 115, 125 or 135 Assistant Stage Manager THP 116, 126 or 136 Stage Manager Area 3 Artistic/Production Management Each major will complete one THP from this area. The Production Area THPs are: THP 117 Fall Artistic Assistance THP 127 Winter Artistic Assistance THP 137 Spring Artistic Assistance Please note that all theatre practicum courses count as one theatre practicum unit except for the following because of exceptional time requirements: THP 115, THP 125 and THP 135 Assistant Stage Manager counts as two units THP 116 ,THP 126 and THP 136 Stage Manager counts as three units. The following courses are encouraged, but not required: THR/MUS 235 Skills of Music Theatre THR/ENL 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 or 005 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. Freshmen planning to major in theatre arts should begin with courses THR 228, 232, 250; sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, 365; seniors THR 365, 366. Note: Some courses are offered alternate years only. Incoming students should meet in the Fall of Freshman year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or even year of entry. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.75 GPA in the major and a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project. Transfers: Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of core classes should however be taken at Augsburg. Additionally transfers are required to take a minimum of three upper division theatre arts courses. Ten practicum units are also required. Transfers must also complete a minimum of five THP credits within the department. No more than five units can be credits from others schools. Theatre Arts Minor Five courses including: THR 250 Script Analysis: Foundations of Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design Theatre Arts 307 THR 232 Acting THR 362 Theatre History Criticism II THR 366 Stage Direction The Theatre Arts Minors also must complete five practicum units. Students must take a minimum of one performance unit and a minimum of three production units. Refer to the practicum categories listed below the curriculum concentrations. Film Major and Minor See a description and requirements for the film major and minor in the Communication Studies section of the catalog. Theatre History and Criticism Dramaturgy Minor Five courses: THR 250 Script Analysis: Foundations of Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism II A directed studies course in dramaturgy or theatre criticism or theatre history Dance and Theatre Teacher Licensure Major Currently the Theatre Arts Department does not offer teaching licensure. Depending on developments and state policy changes, the department may add such a major in the future. THEATRE ARTS COURSES. THR/HPE 002 Lifetime Sports—Introduction to Dance (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and stretches. Each class includes a rigorous, physical warm-up, mixing yoga, pilates, and modern dance. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (Prereq.: THR/HPE 002, 003, or instructor’s permission. NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting with an emphasis on active participation and reflective writing. This course is primarily designed for non-majors and does not fulfill credit toward the theatre arts major. THR/COM 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. 308 Theatre Arts THR 222 Introduction to Theatre Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. THR 226 Movement for the Theatre This course will explore principles of movement used in the art of acting. The goal will be to improve the actor’s physical energy, concentration, balance, control, clarity, timing, spontaneity, and energy. This course will use established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. (Alternate years) THR 228 Introduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the Theatre Department’s fall production. Open to all students. Forty-hour lab requirement. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. (Prereq.: Theatre major or consent of instructor) THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Aalternate years) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Theatre Arts 309 THR 250 Script Analysis: Foundations of Theatre This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as a way of interpreting a dramatic script for academic and artistic applications. Close readings of plays from each genre (comic, tragic, realistic, absurd and post-modernism) will enable students to learn and apply basic terminology for literary and artistic processes. THR/COM 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or HON 111, and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended. Alternate years) THR 328 Theatrical Design Introduction to the design process for the stage. Each student will execute four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty-hour lab required, materials needed. (Prereq.: THR 228, junior or senior status) THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, research paper, and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) 310 Theatre Arts THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism, restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 250 and THR 232 and 362 or consent of instructor. Fall/Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362, or consent of instructor) THR/SPC 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241 and junior/senior standing) THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. THR 299 Directed Study See description on page 96. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. THR 499 Independent Study/Research See description on page 96. Theatre Arts 311 THEATRE PRACTICUM COURSES. THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts major/minor. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent of instructor • Supervision by theatre faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the registrar’s office Please note: • All majors will complete at least one THP unit in costumes. • All majors will complete one THP in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. THEATRE PRACTICUM COURSES. Area One: Performance THP 111/121/131/141/151 Theatre Practicum: Acting/Performance 1 Practicum unit (.0 course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). Area Two: Production THP 112/122/132 Theatre Practicum: House Management 1 Practicum unit (.0 course) Substantial participation (30 hour minimum) in house management, ushering, or box office. 312 Theatre Arts THP 113/123/133 Theatre Practicum: Set, Lights, Costumes 1 Practicum unit (.0 course) Set or costume building, light hanging, for main stage production. THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.0 course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Practicum: Assistant Stage Management 2 Practicum units (.0 course) Assistant stage management for main stage production. THP 116/126/136 Theatre Practicum: Stage Management 3 Practicum units (.0 course) Stage management for main stage production. Area Three: Artistic/Production Management THP 117/127/137 Theatre Practicum: Artistic Assistance 1 Practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project. URBAN STUDIES See Metro-Urban Studies. WOMEN’S STUDIES—WST T he Women’s Studies Program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Cass Dalglish (Coordinator), Kristin M. Anderson, Janelle Bussert, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell DEGREE AND MAJOR REQUIREMENTS. Major Ten courses that must include WST 201 Foundations in Women’s Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (Seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women’s studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the women’s studies major must also be completed at Augsburg. Each student’s program must have the written approval of the women’s studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for women’s study credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Social and Environmental Justice: Latin American Perspectives (offered spring semester). Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written 313 314 Women’s Studies approval of the women’s studies program coordinator. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in women’s studies are urged to consult with the director of women’s studies immediately upon transfer. The Women’s studies program has an articulation agreement with Century College that governs Century College students with a women’s studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of women’s studies for approval of courses for the major or minor. WOMEN’S STUDIES COURSES. WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 WST 305 Topics in Women’s Studies Issues in Gay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social and Environmental Justice: Latin American Perspectives) WST 341 Environmental Politics (CGE Course. See International Studies, Social and Environmental Justice:Latin American Perspectives.) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)) WST 359 Women, Gender and Social Change in Mesoamerica (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) Women’s Studies 315 WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 WST 490 Topics in Women’s Studies Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester. AIS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. AIS 320 American Indian Women (See American Indian Studies for course description.) Internships and Independent Study Courses (Must be approved in writing by the women’s studies coordinator): WST 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. WST 299 Directed Study See description on page 96. WST 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 95. WST 499 Independent Study/Research See description on page 96. 316 Women’s Studies See department listings for descriptions of the following approved electives: AIS 208/408 Native American Women and Film ART 352 Women and Art ENL 365 Contemporary Post Colonial Fiction ENL 367 Women and Fiction HIS 282 History of Women Since 1850 HIS 311 Topics in Women’s History HPE 316 Human Sexuality POL 124 American Women and Politics POL 459 Topics in Comparative Politics PSY 371 Psychology of Gender SOC 231 Family Systems SOC 265 Race, Class, and Gender REL 441 Feminism and Christianity YOUTH AND See listing under Religion. FAMILY MINISTRY College Information Board of Regents – 318 ELCA Program Unit for Vocation and Education – 319 Faculty and Administration – 320 Officers – 320 Administration – 320 Faculty – 322 Faculty Emeriti – 339 Campus Maps – 342, 343 318 BOARD OF REGENTS The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Dan W. Anderson ’65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN *Gar y E. Benson ’70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN *Jackie Cherr yhomes ’76 (2010) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN *Ruth E. Johnson ’74 (2006) Consultant, Department of Internal Medicine, Mayo Clinic & Mayo Medical School, Rochester, MN Dean Kennedy (2009) President, Texacoma Oil & Gas Corporation, Dallas, TX Dean C. Kopperud (2009) Consultant, Miramar Beach, FL Michael O. Freeman (2006) Attorney, Lindquist & Vennum, Minneapolis, MN Gloria C. Lewis (2011) President/CEO, Big Brothers Big Sisters of the Greater Twin Cities, St. Paul, MN *Anthony Genia ’85 (2008) Emergency Dept. Physician, Fairview University Medical Center, Minneapolis, MN Jennifer H. Martin (2007) Senior Vice President, Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN *Michael R. Good ’71 (2007) President and Chief Operating Officer, Sotheby’s International Realty, Parsippany, NJ Marie O. McNef f (2009) Professor Emeritus and Dean (retired), Augsburg College, Minneapolis, MN *H. Theodore Grindal ’76 (2008) Attorney/Partner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN Nor man R. Hagfors (2009) Founder & President (retired), Norsen, Inc., North Oaks, MN *Paul S. Mueller ’84 (2009) Internal Medicine Consultant, Mayo Clinic, Rochester, MN *Ronald G. Nelson ’68 (2008) Retired, Mendota Heights, MN *Beverly Oren ’55 (2008) Retired, Roseville, MN James E. Haglund (2006) President/Owner, Central Container Corporation, Brooklyn Park, MN Wayne Popham (2006) Attorney, Popham Law Office, Minneapolis, MN Jodi Harpstead (2009) Chief Advancement Officer, Lutheran Social Service of Minnesota, St. Paul, MN Paul C. Pribbenow, Ex Of ficio President, Augsburg College, Minneapolis, MN Board of Regents 319 Rev. Peter Rogness (2008), Ex Of ficio Bishop, St. Paul Area Synod, ELCA, St. Paul, MN Emily Anne Tuttle (2009) Retired, Wayzata, MN Rev. Harold Usgaar d (2008), Ex Officio Bishop, Southeastern Minnesota Synod, ELCA, Rochester, MN Glen J. Skovholt (2006) President, Government & Community Strategies, St. Paul, MN Sandra L. Var gas (2008) County Administrator, Hennepin County, Minneapolis, MN *Philip Styrlund ’79 (2006) President, The Summit Group, Apple Valley, MN *Jean M. Taylor ’85 (2006) President, Taylor Corporation, Eagan, MN *Joan L. Volz ’68 (2006) Attorney, Welch, MN *P. Dawn Taylor ’78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, IA ELCA PROGRAM UNIT EDUCATION Executive Director The Rev. Dr. Stanley N. Olson Director for Colleges and Universities Dr. Arne Selbyg Asst. Director for Colleges and Universities Ms. Marilyn Olson FOR VOCATION AND 320 AUGSBURG COLLEGE FACULTY ADMINISTRATION AND Beginning year of service of faculty and staff is indicated with parenthesis. Officers of the College Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago. Richard S. Adamson (1989). Vice President for Finance and Administration. B.A., University of St. Thomas; Certified Public Accountant. Tracy Elftmann (2005). Vice President of Institutional Advancement. B.A., Augsburg College; J.D., Drake University Law School; L.M.M.N. Masters of Law, Columbia University Law School. Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Ann L. Gar vey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College. Administration Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota. Tracy Beckman (2003). Director, Government and Community Relations. B.S., Mankato State University; M.P.A., John F. Kennedy School of Government, Harvard University. Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University of Wisconsin – Superior. Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead. Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College. David Draus (2000). Director, Facilities and Risk Management. James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W., University of Minnesota – Duluth. Trena Bolden Fields (2002). Director, Pan-Afrikan Center. B.A., Augsburg College. Marilyn E. Florian (1980). Women’s Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Or val J. Gingerich (2001). Associate Dean for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Men’s Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Augsburg College Administration 321 Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Herald A. Johnson (1968). Director, Advancement Programs. B.A., Augsburg College. William Jones (2002). Director, Augsburg/Capella Alliance. B.A., University of Pennsylvania; M.A., M.S., Indiana University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Advising and Achievement. B.A., University of Wisconsin-Madison; M.S., University of Oregon. Robert Kramarczuk (2004). Director, MBA Program. B.A., University of St. Thomas; Ph.D., University of Minnesota. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Gaye Lindfors (1993). Special Assistant to the President. B.S., Mankato State; M.A.I.R., University of Minnesota. Ann Lutter man-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Christopher Moquist (2005). Director of Marketing and Communications. B.A., St. Olaf; M.B.C., University of St. Thomas. Thomas F. Morgan (1983). Special Assistant to the President. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College. Cindy G. Peterson (1981). Director, American Indian Student Services. B.A., University of Minnesota. Stephen Preus (2004). Director of Development. B.A., Luther College; C.L.U., Ch.F.C., American College. Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint Mary’s University. John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., University of Texas. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. 322 Augsburg College Faculty Marcus Skjer vem (2004). Director, Activities and Orientation. B.A., Concordia College – Moorhead; M.S., Illinois State University. Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg College; M.A., University of Minnesota. Jeffrey S. Swenson (1989). Controller, Administrative Accounting. B.A., Augsburg College. Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Richard J. Thoni (1972). Assistant to the President. Director, Rochester Program. B.A., St. Olaf College; Ph.D., University of Minnesota. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Faculty A Phillip C. Adamo (2001). Assistant Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Sandra J. Agustin (1997). Instructor, part time, Theatre Arts. B.S., University of Wisconsin-Madison. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Stuar t M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Alexandre A. Ar dichvili (2004). Instructor, part time, Master of Arts in Leadership and M.B.A. Programs. B.A., University of Tbilisi, Georgia, USSR; Ph.D., Moscow State University; M.B.A., Ph.D., University of Minnesota. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. Augsburg College Faculty 323 B Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University. Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha. Carol E. Bar nett (2000). Studio Artist/Composition, part time, Music. B.A., M.A., University of Minnesota. Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Tracy A. Bibelnieks (2002). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State University. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Michele R. Braley (2002). Instructor, part time, Social Work. B.A., Oberlin College; M.S.W., Augsburg College. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., A.B.D., University of Minnesota. Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina School of the Arts; Cleveland Institute of Music; The Juilliard School. Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College; M.Ed., St. Mary’s University. 324 Augsburg College Faculty Lisa A. Broek (1993). Instructor, part time, Health and Physical Education. B.A., Central College; M.A., University of Iowa. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State University. Eric L. Buf falohead (1997). Associate Professor of American Indian Studies. B.A., M.A., A.B.D., University of Minnesota. Michael R. Bur den (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.F.A., University of Minnesota. Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University; M.S., Mankato State University. Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills Adviser. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Tara K. Christopherson (1992). Assistant Professor, part time, Art. B.S., University of Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design. Anthony J. Clapp (2001). Instructor, part time, Physician Assistant Studies. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Augsburg College Faculty 325 Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University; M.S.W., University of Minnesota. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Anthony Cox (2005). Studio Artist/Electric Bass, part time, Music. B.A., Metropolitan State College. Larr y J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson. D Mar vin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail School of Music. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.F.A., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.F.A., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; P.A., Bowman Gray School of Medicine. Jacqueline R. deVries (1994). Associate Professor of History. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory. Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A., Saint Mary’s University. Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A., University of Iowa. Rebekah N. Dupont (1995). Associate Professor of Mathematics. B.A., University of Wisconsin; M.S., Ph.D., Washington State University. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. 326 Augsburg College Faculty E Gar y T. Egbert (2004). Instructor, part time, Physics. B.S., Western Illinois University; M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska – Lincoln. Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Wesley B. Ellenwood (2002). Instructor, part time, Theatre Arts. B.A., University of Minnesota; M.F.A., Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey K. Engen (1997). Assistant Professor of Theatre Arts. B.A., Augsburg College; M.F.A., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Molly K. Enz (2006). Assistant Professor of Modern Languages. B.A., Concordia CollegeMoorhead; M.A., Ph.D., University of Wisconsin-Madison. Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Kenneth N. Erickson (1964). Professor of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central Michigan University; M.M., University of Minnesota. Kevin G. Ewert (2002). Assistant Professor of Business Administration. B.S., North Dakota State University; M.A., M.S., Saint Mary’s University-Rochester; A.B.D., Nova Southeastern University. F Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University. Sarah M. Ferguson (2005). Assistant Professor of Social Work. B.A., Drake University; M.A., M.S.W., Ph.D., University of Minnesota. Augsburg College Faculty 327 Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A., The American University; Ph.D., State University of New York – Albany. Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. B ruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Michael O. Freeman (2002). Instructor, part time, Political Science. B.A., Rutgers College; J.D., University of Minnesota. Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College; M.P.A., University of Rhode Island. G Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Ann L. Gar vey (1998). Vice President of Student Affairs. Instructor, part time, Business Administration. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Annette M. Ger ten (1997). Assistant Professor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. Keith F. Gilsdor f (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. 328 Augsburg College Faculty Cher yl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of Minnesota; M.A., College of St. Thomas. Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages. B.S., M.Ed., University of Minnesota. Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester Program. B.S., M.S., Winona State University. Joan L. Grif fin (1986). Associate Dean for General Education. Professor of English. A.B., Washington University; M.A., Ph.D., Harvard University. Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Gr undahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Assistant Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota. John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D., Harvard University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Robert S. Her for th (1967). Professor of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Garr y W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Augsburg College Faculty 329 Stella K. Hofrenning (2000). Assistant Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mar y A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M., Indiana University. Mar y A. Hunt (2000). Studio Artist/Piano Accompaniment, part time, Music. B.A., Fort Wright College of the Holy Names; M.M., Boston University; D.M.A., University of Wisconsin-Madison. Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Ir vine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Ir vine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin, LaCrosse; M.A., University of Nebraska. J Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Mar y J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Instructor, part time, American Indian Studies. B.A., Metropolitan State University; M.A., University of St. Thomas. Kia M.G. James (2003). Associate Professor of Nursing. B.A., B.S.N., St. Olaf College; M.P.H., Ed.D., University of Minnesota. William H. Jasperson (1990). Atmospheric Science. Assistant Professor of Physics. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. 330 Augsburg College Faculty Christopher J. Johnstone (2006). Assistant Professor of Education. B.S., State University of New York-Plattsburgh; M.S., Syracuse University; Ph.D., University of Minnesota. Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State University. K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammer man (1986). Instructor, part time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mar y Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard School; M.M., University of Arizona. Mar y A. Kingsley (1965). Associate Professor of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. Alvin L. Kloppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Carol M. Knicker (2002). Assistant Professor of Education. B.S., Southwest State University; M.S., Mankato State University; Ed.D., University of St. Thomas. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Augsburg College Faculty 331 Gregor y P. Kr ueger (2000). Instructor of Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and Mary; M.A., Utah State University; Ph.D., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Velma J. Lashbrook (2000). Instructor, part time, Master of Arts in Leadership and Nursing. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso University; M.B.A., Ph.D., Indiana University. Edward Bok Lee (2002). Instructor, part time, Communication Studies. B.A., University of Minnesota; M.F.A., Brown University. Barbara A. Lehmann (2001). Assistant Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cher yl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Karoline M. Lewis (2003). Instructor, part time, Religion. B.A., Northwestern University; M.Div., Luther Seminary; A.B.D., Emory University. Robert E. Lewis (2004). Instructor, part time, Business Administration. B.A., M.B.A., University of St. Thomas. Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Assistant Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemar y J. Link (1986). Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M., DePauw University; M.M., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. J. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Edward D. Lotter man (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota. 332 Augsburg College Faculty Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mar y E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A., University of Nebraska; E.D., University of St. Thomas. Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of Minnesota. Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin, Superior; M.Div, Luther Seminary. Ann L. Lutter man-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. M Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue University; M.S., Colorado State University; Ph.D., Utah State University. M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. David C. Matz (2001). Assistant Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Craig D. Maus (2002). Instructor, part time, Business Administration. A.A., North Hennepin Community College; B.S., Mankato State University; M.B.A., University of St. Thomas. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. John C. McCaffrey (2000). Assistant Professor of Art. B.F.A., University of WisconsinMadison; M.F.A., University of Miami-Coral Gables. Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of Iowa. Mar y Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Mer z (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Augsburg College Faculty 333 Diane M. Mikkelson (1997). Instructor, part time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. Joyce P. Miller (2004). Assistant Professor, part time, Nursing. A.A., Rochester State Junior College; B.S., M.A., Augsburg College. Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John R. Mitchell (1968). Associate Professor of English. B.A., Maryville College; M.A., University of Tennessee. James B. Moen (1998). Assistant Professor of Computer Science. B.S., Ph.D., University of Minnesota. John W. Molloy (2003). Assistant Professor of Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of Minnesota. Justin R. Newhall (2005). Instructor, part time, Art. B.F.A., Minneapolis College of Art and Design; M.F.A., University of Minnesota. Nor ma C. Noonan (1966). Professor of Political Science. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. O Mar y F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community College; B.S., Bethel College; M.A., Augsburg College. Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Jack Osber g (1991). Instructor, Health and Physical Education. B.A., Augsburg College. P Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. 334 Augsburg College Faculty Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Sharon K. Patten (1991). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., M.A., Ph.D., University of Minnesota. Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed., University of Minnesota. Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College [now part of University of San Francisco]. Cur tis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Richard W. Pearl (1992). Instructor, part time, Education. B.A., M.A., College of St. Thomas. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College; M.A., St. Mary’s University. Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M., University of Cincinnati. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Par y Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaf f (1966). Associate Professor, part time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R Larr y C. Ragland (1985). Professor of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A., University of Minnesota. Augsburg College Faculty 335 Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. B ruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. M. Bridget Robinson-Riegler (1994). Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University. Glenda Dewberr y Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Barr y D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair State University. S Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Dean of Graduate and Adult Academic Programs. Associate Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. David G. Schwain (1995). Assistant Professor of Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathr yn A. Schwalbe (1991). Associate Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s College; Ph.D., University of Minnesota. Charles M. Sheaf fer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Visiting Professor, part time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. 336 Augsburg College Faculty Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College; M.A., Saint Mary’s College. Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State University. Beverly L. Smith-Keiling (2004). Assistant Professor of Biology. B.S., East Central University; Ph.D., University of Minnesota. Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Sandra F. Soltis (2005). Instructor of Education. B.S., Moorhead State University; M.S., Winona State University; Ph.D., University of Minnesota. Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D., Northwestern University. Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota. Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. John P. Stein (1992). Instructor, part time, Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. B.A., Augsburg College; M.S., University of Minnesota. Linda Lee Stevens (1999). Assistant Professor of Education. B.A., University of Northern Colorado; M.S., Mankato State University. Stuar t M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Theresa A. Stoller (2003). Instructor, part time, Business Administration. B.A., Augsburg College. Benjamin L. Stottr up (2005). Assistant Professor of Physics. B.A., University of Minnesota, Morris; Ph.D., University of Washington. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-LaCrosse. Mark S. Strefeler (2003). Associate Professor of Biology. B.S., Pennsylvania State University; M.S., North Carolina State University; Ph.D., Cornell University. Karen T. Sutherland (1999). Professor of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Augsburg College Faculty 337 Kathr yn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Mar yann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T B renda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore; M.S.W., University of Pennsylvania; Ph.D., University of Minnesota. Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Robert K. Tom (2002). Associate Professor, part time, Art. B.F.A., University of Hawaii; M.F.A., Temple University. Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of Minnesota. Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. Katherine A. Tunheim (2005). Instructor, part time, Business Administration. B.A., Concordia College, Moorhead; M.A., University of Wisconsin, Milwaukee. U-V Joseph Underhill-Cady (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. 338 Augsburg College Faculty W David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State University. Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya; Ph.D., University of Minnesota. Andrew War d (2001). Instructor, part time, Business Administration/Philosophy. B.A., Luther College; M.A., Ph.D., University of Kansas. Martha A. (Car y) Water man (1991). Instructor, part time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Luann Watson (2003). Instructor, part time, Nursing. A.A., Normandale Community College; B.S., M.A.L., Augsburg College. David R. Weiss (2002). B.A., Wartburg College; M.A., Wartburg Theological Seminary; M.A., University of Notre Dame. Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of Minnesota. Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California, San Diego; M.Div., Ph.D., Luther Seminary. Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of Minnesota. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. X-Y-Z Steven M. Zitnick (2000). Assistant Professor of Business Administration; Associate Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah. Faculty Emeriti 339 FACULTY EMERITI Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Er nest W. Anderson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Ver n M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Robert W. Clyde. Professor Emeritus, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Nor man B. Fer guson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henr y G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerr y Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. 340 Faculty Emeriti Theodore J. Hanwick. Professor Emeritus of Physics. B.E.E., M.S., Polytechnic Institute of Brooklyn; Ph.D., New York University. Edwina L. Hertzber g. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Nor man D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University of Iowa. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley. Marie O. McNef f. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Er win D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gor don L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Faculty Emeriti 341 Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Leland B. Sateren. Professor Emeritus of Music. L.H.D., Gettysburg College; D.Mus., Lakeland College. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Joel S. Torstenson. Professor Emeritus of Sociology. B.A., Augsburg College; M.A., Ph.D., University of Minnesota. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mar y Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of Pennsylvania. 342 CAMPUS MAP CAMPUS LOCATION 343 DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the North— Take Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-94 East from Minneapolis— Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. PUBLIC TRANSPORTATION I-94 West from St. Paul— Take Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the South— Follow the I-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College is located near two Metro Transit Light Rail stations: the Cedar-Riverside station and the Franklin Avenue station. In addition to light rail, four Metro Transit bus lines keep Augsburg easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more information about Metro Transit schedules and routes, call 612-373-3333 or go online to <www.metrotransit.org>. 344 Index Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 346 INDEX A About Augsburg 10, 18 Academic Advising 42 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Excellence Scholarships 29 Academic Information 53 Academic Internships 67 Academic Policies and Procedures 70 Academic Progress, Probation and Dismissal 89 Academic Skills Coaching 43-44 Access Center 45 Accessibility 18 Accounting 120-122 Accreditation and Memberships 11, 17, 18 Achievement Scholarships 30 Admissions 14, 20-22 Administrative Officers of the College 320 Advanced Placement Program Test (AP) 87 Advanced Transfer Students 76, 82 African American Student Services (see Pan-Afrikan Student Services) 47 American Indian Studies 96-99 American Indian Student Services 46 American Sign Language 231 Anderson Hall 14, 50 Anne Pederson Women’s Resource Center 42 Application Procedures 20, 28 Applied Economics 153 Architecture Minor 101 Art 100-105 Art History 100, 104-105 Asian American Student Services (see Pan Asian Student Services) 47 Assessment of Previous Learning (APL) Program 87-88 Associated Colleges of the Twin Cities (ACTC) 60, 62 Associated Support Organizations 16 Athletic Affiliation 18 Athletics and Sports 42 Audit Fee 24 Auditing Courses 86 Augsburg Core Curriculum 78-85, 106-107 Augsburg Experience 79 Augsburg First Year 78-79 Augsburg Seminar 78, 106 Augsburg Signature Curriculum 78-79, 106 B Bachelor of Science (Liberal Arts requirement modifications) 84-85 Beta Beta Beta 110 Biology 108-113 Board of Regents 318-319 Business (Master of Business Administration) 69 Business Administration 114-119 Business Administration and Economics Major 117, 153 Business Administration (Music Business Specialization) 116, 240 Business Management Certificate 115 C Calendar 4-7, 54 Campus Location 14, 18, 342-343 Campus Map 342-343 Campus Ministry 40 Campus Tours 20 Canadian Program 70 Career Services 68 Carlson (Jeroy C. Carlson) Alumni Center 15 Center for Global Education 64-65, 207-218 Center for Learning and Adaptive Student Services (CLASS) 43 Center for Service, Work, and Learning 66-68 Certificates 69 (MBA), 101, 115 Change of Program 73 Chemistry 129-134 Chinese 231 Chapel 15, 42 Choir 253 Christensen Center 14, 41 Class Schedule 94 Classification (Class Year) 87 Clinical Laboratory Science 135-140 Coaching Endorsement 186 College Costs 2006-07 Day 24-25, WEC 25-26 College Level Examination Program (CLEP) 87 College of the Third Age 16, 70 Commencement 90 Commons 50 Communication Studies 141-147 Communication Arts/Literature Teacher Licensure 60, 144, 160 Community Service-Learning 67 Community Studies Concentration (Sociology) 299 Computational Economics 148-149 Computational Philosophy 149, 261 Computer Science 147-151 Concert Band 253 Connections Courses 106-107 Continuing Education Program 70 Cooperative Education 67, 108 Index 347 Core Curriculum 78-85, 106-107 Costs 24-26 Counseling 48 Counseling and Health Promotion 48 Course Descriptions 94-316 Course Numbers 94 Credits 94 Crime and Deviance Concentration (Sociology) 299 Crossover Registration 72 Cultural Anthropology Concentration (Sociology) 299 D Dance and Theatre Teacher Licensure Major 307 Dean’s List 89 Degrees Offered 18, 54 Departmental Comprehensive Exams 87 Departmental Honors (see each major) Departments and Programs 94-316 Deposits 25 Development 8 Directed Study 96 Directory 8 Directory Information 91-92 Disability Services 43-44, 45-46 Dismissal 89 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 14-16, 49-50 Dual Degree Programs 59, 169-170 E Early Admission of Freshmen 21 Economics 152-156 Economics/Business Admin. Major 117, 153 Economics/Political Science Teaching Major 272 Edor Nelson Field 15 Education 157-168 Education for Service 11 Education (Master of Arts) 68 Elementary Education 158-160, 162-164 Emotional/Behavioral Disabilities 166-168 Employment 33 Engaging Minneapolis 78 Engineering 169-170 English 171-184 English Language Learners (ELL) 88-89 English Placement Test 174 Enrollment 18 Enrollment Center 8, 72 Enrollment Degree Verification 90 Enrollment Deposit 25 Ensembles 253 Entry-level Skills 80-81, 107 Ethnic Student Services 46-47 Evaluation and Grading 85-87 Evangelical Lutheran Church in America (ELCA) 11, 18, 319 Experiential Education Programs 66-68 Explanation of Grades 85-87 Exploring Our Gifts (Vocation) 40 F Facilities and Housing 14-17, 50 Facts and Figures 18 Faculty 18, 55, 322-341 Faculty Emeriti 339-341 FAFSA (Free Application for Federal Student Aid 28 Family Educational Rights and Privacy Act (FERPA) 51, 91-92 Federal Work Study Program 33 Fees 24-26 Film 142-143 Finance 122-123 Finance Certificate 115 Financial Aid 18, 28-38 Financial Policies 26-28 Fine Arts 41 Fitness Center 49 Food Service 50-51 Foreign Languages (See Modern Languages) Forensics 142 Former Students 22, 74-75 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 84,188 French 230-232 Freshmen 20-21 G Gage Center for Academic Achievement 42 German 230, 233-234 Gift Assistance 31 GLBTQA 48 Global Education Center 15, 64-65, 207-218 Global Education Program Courses 64-65, 207-218 Grade Point Average 77, 87 Grading 85-86, 87 Graduate Programs 68-69 Graduation (Applying for) 76-77 Graduation Skills Requirements 80 Graduation Requirements 76-85 Grants 31 Graphic Design Certificate 101 Gymnasium (Melby Hall) 15 348 Index H L Health and Physical Education 185-189 Health Clinic Services 48 Health Education 185-187 Health Insurance 48 Health Promotion 48-49 HECUA Courses 65-66, 208, 216-218 Higher Education Consortium for Urban Affairs (HECUA) 65-66, 208, 216-218 Hispanic/Latino Student Services Program 47 History 190-196 History of Augsburg College 10-12 Honors (Departmental—see each major) Honors (Latin) 90 Honors Program 62, 197-202 Housing 14-16, 25, 49-50 Hoyt Messerer Fitness Center 49 Human Relations (Communication Studies) 142 Language Courses 230-237 Latin Honors 90 Leadership (Master of Arts) 68 Leadership Studies Minor 203 Leadership, Service, and Performance Scholarships 30 Learning Disabilities (Special Education) 166-168 Learning Disabilities Program 43 Liberal Arts (Bachelor of Science Waiver) 84-85 Liberal Arts Foundation 79-80, 82-83 Library and Information Technology 15, 18, 55-56 Licensure (Teaching) 60, 157-168, 254-255, 292 Life Sciences 109 Lifetime Fitness 84, 188 Lindell Library 15, 18, 55-56 Loan Assistance 32 Location 14, 18, 342, 343 Lutheran Congregational Scholarships 31 I Ice Arena 15 Incomplete Grade 86 Independent Studies 95, 96 Information Technology Certificate 115 Information Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 16 Intercollegiate Athletics 42 Interdisciplinary Studies 202-204 International Baccalaureate Program (IB) 87 International Business Minor 117 International Business Specialization (Business Administration) 110 International Business Concentration (International Relations) 206 International Partners 65, 207-208 International Relations 205-206 International Student Advising 49 International Students 22, 49 International Studies 207-218 Internships 66-67, 95-96 Intramural Athletics 42 J Japanese 234 Jeroy C. Carlson Alumni Center 15 John Evans Learning Laboratory 44 K Karen M. Housh Tutor Center 44 Keystone (Senior Keystone) 79, 106 M Majors and Minors 10, 56-60, 94-316 Management Information Systems 124-126 Management Specialization (Business Administration) 116 Managerial Accounting 120 Many Voices Project 79 Maps 342, 343 Marketing 116 (WEC), 126-128 Marketing Communication (Communication Studies) 142 Mass Communication and Journalism (Communication Studies) 142 Master’s Degrees 54, 68-69 Math Placement Group (MPG) 80-81, 221 Mathematics 219-224 Medical Refund 27 Medieval Studies 225-226 Melby Hall 15 Memberships 17, 18 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 16 Metro-Urban Studies 227-229 Middle East Studies Minor 203 Military Called to Active Duty 73-74 Minnesota Indian Teacher Training Partnership (MNITTP) 46-47 Minnesota Work Study Program 33 Minors 59, 94-316 MIS Courses 124-126 Mission Statement 10 Index 349 Modern Language Skill 81 Modern Languages 230-237 Mortensen Hall 15, 50 Murphy Place (2222 Murphy Place) 15 Murphy’s Grill 51 Music 238-253 Music Business 116, 240 Music Education Major 241-242 Music Ensembles 251-253 Music Hall 15 Music Performance Major 243 Music Repertoire Tests 245 Music Therapy Equivalency/Certification 244 Music Therapy Major 243-244 N National Student Clearinghouse 90 Natural Science Teaching Licensures 254-255 New Hall 15, 50 No-Credit Grades 85-86 Nordic Area Studies 256-257 Norwegian 230, 234-235 Notification of Admissions Decision 21 Numeric Grades 85 Numbering of Courses 94 Nursing 258-260 Nursing (Master of Arts) 68 O Off-Campus Programs 18 Officers of the College 320 Official Notices 51 Ojibwe 236 Old Main 16 Orchestra 253 Organizational Studies Concentration (Sociology) 299 Organizational Communication (Communication Studies) 141 Orientation 41 P, Q Pan-Afrikan Student Services 47 Pan-Asian Student Services 47 Part-Time Students 24 Pass/No Credit 77, 85-86, 90 Pastor 40 Payments 26 Peace and Global Studies Minor 205 Performance Studies 251-253 Philosophy 261-264 Physical Disabilities Program (Access Center) 45 Physical Education 186, 188-189 Physical Science Teaching Licensure 60, 130, 254-255, 267 Physician Assistant Studies (Master of Science) 69 Physics 265-270 Piano Proficiency Test 245 Policies 17, 18, 26-28, 51-52, 70-76, 85-87, 89-92 Political Science 271-277 Political Science/Economics teaching major 272 Portfolio Assessment Program 88 Pre-Law Concentration (Political Science) 271-272 Pre-Professional Programs 60-61 Prerequisites 95 President’s Greeting 2 Probation 89 Psychology 278-282 Psychology and Law Concentration 279 Public Accounting 120 Public Relations and Advertising (Communication Studies) 142 R Re-Admitted Students 22, 74-75 Recitals 245 Refunds 26-27 Regents 318-319 Registration 70-73 Religion 283-291 Religious Affiliation 11, 18, 319 Repeated Courses 86 Research Opportunities 45 Residence Life Program (see also Housing) 49-50 Residence Requirements 77 Retaking courses 86 Rochester Program 13-14, 71-72 Room and Board 24 ROTC 62-63 S Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies Team 65, 216 Scholarships 29-31, 33-38 School Year 4-7, 18 Science Hall 16 Secondary Education 160-162, 164-165 Senior Keystone 79, 106 Service-Learning 67 Sigma Pi Sigma 267 Skills Requirements 80-81, 84-85, 107 Social, Cultural, Recreational Activities 41 Social Psychology Concentration 279, 300 350 Index Social Studies 292 Social Welfare Minor 294 Social Work 293-297 Social Work (Master of Social Work) 69 Society of Physics Students 267 Sociology 298-303 Space Physics 266 Spanish 230, 236-237 Special Education 166-168 Special Interest Housing 50 Special Students (Non-Degree or Second Degree) 22 Sponsored Scholarships 33-38 Sports 42 StepUP Program 46 Student-Designed Major 56-57 Student Employment 33 Student/Faculty Ratio 18 Student Government 40-41 Student Life 39-52 Student Rights 51-52, 91-92 Student Standards of Behavior, Complaints, Records 51 Student Standing Committee 74 Student Support Services (TRIO) 44-45 Student Teaching Abroad 66, 157 Studio Art 100-105 Study Abroad 63-66, 207-218 Summer Session 8, 66 Supervisory Management (Communication Studies) 141 Support Programs 42-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 16 T Teaching Licensure (see also individual majors) 60, 157-168, 254-255, 292 Test Scores 20 Theatre Arts 304-312 Theatre Practicums 305-306, 311-312 Transcripts 20, 21, 25 Transfer Students 21-22, 75-76 TRIO Program 44-45 Tuition, Fees, Room and Board 24-25 Tutor Center 44 U Undergraduate Research and Graduate Opportunity (URGO) 45 Unofficial Withdrawal 27-28 Urban Studies 227-229 Urness Hall 16, 50 V Veterans 91 Vocation 40 W Weekend College 12-13, 21, 25-26, 71-73 Withdrawal From College 26-27, 73 Women’s Resource Center 42 Women’s Studies 313-315 Work Study Program 33 Writing Concentration 172, 173 X, Y, Z Youth and Family Ministry Major 289-291
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Title: Augsburg College Summer Catalog, 2007
Collection: Course Catalogs
Search Result: augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. Course loads in Summer Session: summer session ...
Show more augsburg in the summer summer session info Augsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. A detailed listing of courses begins o n page 8. Course loads in Summer Session: summer session I May 29 to June 29 w summer session S I July 9 to August 9 \ summer online June 25 to August 31 about augsburg I Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. Augsburg is accredited by The Higher Learning Commission.* The small college environment (about 3,700 students during the academic year) is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows students to participate in a host of cultural and recreational activities. * Tile Higller Letlmii~gCotnrl~rsslonof tlie N~~rth Cer~rrulAssociutioi~of Colleges nr~dScla~ols,C(miir~issioii on Students may take up to 2.0 credits in each summer session (3.0 credits if the Cum GPA is 3.00 or better). However, the total credit load for Day/WEC/Rochestel? L Inited students behveen Spring WEC and Summer Session I cannot exceed 2.0 credits (3.0 credits if the Cum GPA is 3.00 or better). Additionally, total credit load between Summer Sessions I and 11 and Summer Online cannot exceed 2.0 credits at any one time (3.0 credits if the Cum GPA is 3.00 or better). Students desiring to exceed these limits must petition the Student Standing Committee prior to registration. Unless otherwise indicated, all courses carry a value of 1.0 course credit. One Augsburg course credit is the equivalent of four semester credits or six quarter credits. Employer reimbursement: Students who qualify for reimbursement from their employers may use their reimbursement to pay for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office at 612-330-1488. information: Additional informationmay be ob- Courses fulfilling Augsburg's Liberal Arts Perspectives, Core Curriculum, and Graduation Skills requirements are so noted along with the description of the course. www.augsburg.edu/sum mer Augsburg College Campus Box 143 2211 Riverside Avenue Minneapolis, MN 55454 For registration or financial questions: 612-330-1046 (Enrollment Center) For questions related to courses: 612-330-1025 (Academic At.l\,ising) Augsburg general education: ab Course levels: Eligibility: The first digit of the threedigit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and students admitted for the next fall term, are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dismissed by that instihltion. Independent study: Students accepted for Summer Sess@n are not automatically granted admission as regular sn~dentsof Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Weekend College Admissions Office 612-330-1743. Independent studies may be arranged in consultation with individual faculty members. liurirutiolu of Higher Educurion, 30 Nor111LuSulle Street, Sre 2400, Chicogo, Illii~ois,60602-2504, 3 12.2630456. Websire <www.~~cucihe.or~> internships are carefully planned workbased learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning at 612-330-1148 for more information. Internships: In addition to those listed, internship opportunities may be arranged individually during the summer. Academic 'L to register All s t ~ ~ J c nmay t s hexin to register for S u ~ ~ i mSession er courses on April 16. Web registration wiU remain open until May 3 (Session n d Jime 8 (Session II). Wch re: ~ r will s be 8:30 a.m.-1 1:59p.n~.dally. ~ u g s h n r gst~ndents arc encouraged to use Well rcfiistration. Non-Augshurg stuclents must rcxister in person a t the Enrollment Ccntcr I>ctwccn 8:30 a.m.- 4:30 p.m. M-W (H:3O ;a.m.-7 is located in Svercl~-~~p Hall. Wc recommcncl th:lt ~ O L I SCIICC~IIIC yo111 courses :IS c:lrly as possible. I t ;a discrep:~ncyis foinnd I>ctween this catalog :lnd course inhrmation fi)uncl through AuxNet, AugNet shol~lclhe co~isidereclthe no st curl.cnt ;uicl, thus, correct. Students registering for Sumtner Session I must conlplete their registration by May 29. Signature of the instructor is needed to add a class after the first day of class. .Icnts will he hillcci r l ~ r o ~ ~ f i l ~ lilnts. Non-Augsh~~rfi :I[ die time of rcgi'str,lcion.u students must be paid in full by May 4 for Sunlnler Session I and June 15 for S u n ~ ~ nScssion cr 11. Augsburg students who have unpaid balances from previous tern lust r--.* h u e balances before tb Sess' the first day of class. Web registration closes May 3 June 8 June 8 Balance of tuition due May 29 July 9 June 25 Classes begin May 29 July 9 June 25 May 29 July 9 June 25 Last day to: Register (without late fee) June 1 July 12 June 29 (signature of instructor needed; no registratiuns will be accepted after this date! *Drop class without notation June 1 July 12 June 29 'Change grading option June 15 July 26 August 3 Withdraw from class June 15 July 26 August 3 Classes end June 29 August 9 August 31 nt the Enl-ollmcnt Ccnrer (this must he Grades due in Registrar's Office July 9 August 17 September 10 clone in I>crso~l). Thel-c is ,I ch;irgc of $100 for each course cancelled. Schedule of Refunds: The following refund schedule is based on the percentage FOIrcf~nnclinform:~tio~~ plc;lse see This applies to all students who drop one or more courses during each term. lo\\! enrollments will lie cnncellctl one \vcck I>ch~-e the first ciay of the session. Students \\lho clcciclc to c.~ncelrhcir rcgistr:ltion prior to the tirst cl;iy of rhc session nunst complete a clrol>/nclcl tor~n of class time remaining o n the date of the student's official withdrawal from class. Schedule of Refunds o n the next [page. Percentage of class time remaining after official drop or withdrawl and amount of refund: s t ~ ~ ~ l cwho n r s I-existel-:liter the finst day of the term. No Session 1 registrations will he :acccl>tecl:liter June I . N o Scssion I1 rcgistr:~tionswill he :~ccc~)tecl :~frcrJuly 12. No Summer Online rcfiistr;ltions will he Students registering for Summer Online must complete their registration by June 25. online *Register (added late fee of $75) ngc in Registration: A lntc tcc of $75 will he nssessecl tor Students registering for Summer Session I1 must complete their registration by July 9. Signature of the instructor is needed to add a class after calendar I summer 2007 ;icccl~tcclnttcr June 29 100% to 90% remaining-Full refund (minus $100 administrative fee) 8 9 % to 50% remaining-Refund equals the percentage of term remaining 49% or less remaining-No refund This refund schedule is effective whether or not a student has attended classes. Pl'ease allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student's account, a credit refund check will be issued at that time. map of augsburg costs T u i t i o n rates f o r I[ ~ L I I ~ Sc LC COlIrSeS: 5 3 % Su_mmer for -_ o n c ~ ~ r r e n tw l yi t h t h e trimester. WEC s t u c l e n t s I1 or Session Summer O n l i n e may be(e1EibFfor hnl financial aid l e tuition r a t e s , are if t h e i r "l e a s t 1.0 c r e c o u r s e l o a c l IS a t listed abov To apply financial aid Eligibility for Summer S e s s i o n a t t e n d e e s T h e on of fi for sion a t t e n d e e s a r e t h e d by the program state and federal f i n a n c i a l aid. ments), a n d s t u d e n t loans. V i s i t for- t h e E n r o l l ~ n e nC t e n t e r website t o form: download a n application t www.augsb~~rg.edu/enroll. The financial aid priority deadline for Summer S e s s i o n Day program S t u d e n t s e n r o l l e d in e i t h e r S c s s i o n 11, or ant (for s t u c l e n r s who m e e t e l i g i b i l i t y in w l i i c a r e e n r o l l e d ) a r e e l i g i b l e to a p p l y lid a v a i l a b l e F e d e r a l P e l l ~ ~ , t nt ht e, M i n n e s o t a S t a t e Stuclents w h o m a i n t a i n h a l f - t i m e status 5 def Summer Ior is May 15, 2007. b o t h Sessions c o m b i n e d , [ n a y b e e l i g i b l e t o apply f o r f i n a n c i a l c o u r s e l o a d is a t least aid if t h e i r 1.5 c r e d i t s over the Augsburg College who rnaxiniuni For WEC are eligible tuition for benefit the will receive a 60 p e r c e n t c l i s c o u n t on S u m m e r WEC program students enrolled in s p r i n g for Sumnier t r i m e s t e r , no a i d i s g i v e n Employee Tuition B e n e f i t Faculty, staff, a n d d e p e n d e n t s o f t h e tllltlOl1. Session COLLE(;E MAP INI:OKMATION I Crnrr~t t l r Ctltllrbrl~nc. t ~ r c ltlcitltl, I'rt~~n~~rtc~n ! Wcchcnil nn~l(;r.~,luntc A~lnllw<,nr 1 AII Srrucrr~rcEnrr.~ncc (Nolc~nl~cr t l ~ r t ~ ohI,ml,) gl~ .I E~lu~.Nrlxtn Arhlcrs Flcl~l,ln~lScarcmnl Air Structurc 5 (:hr~rrcn'c.nCenrcr 2nd I>ny A ~ l ~ n ~ s w n \ 6 MBA Pn>gl.~ln 7 h > > h , Lchccl, M~lcs,Ccntcr ior I ) ~ , ~ n l., ~ l n~l W~>I\III~~. Communlc.~t~crn 8 S\CIJ~,II> tl:~ll 9 Hual,).Stru~n~r,l.nTcnlrl* Cc,,,rt* 117 I c r Arrnn I I I',II~I,<l<~l,lt,,?,,\.b,><l I3 M,llnrcn.~nrc,rnJ C;~<>t~nclr Slrllll 14 MLITICI.CI H.bll 15 Murlrl>yl'lncc 16 M ~ ( r p l Iq 7.,r!. 17 M u w H.rll I8 Nc\r licr~ilcnrcH.111 1') 01<1 M.,nn 20 Anilcrv,n IH.tII 21 Qu.,cl 2 2 Sclcncr H.111 2 3 P ~ I I ~ S?ICI> II~ c : ~ ~ I ~ ~ I ~ ~ ~ Ccnrcr 24 S l r ~ l q >,m ~ncl ~ ~Krcc~v~ng g 2 5 SI Mc,lhg H;dI 26 S \ c ~ - ~ l ~ ~ ~ ~Mc~t,<>r~.nl ~ C > t r r ~Ii.1II l.~l 27 Lirnc\\ H.111 28 Kcnncilg (:cnlcr ~ ~ ~ ~ ~ , ~ I I c ~ I ~ ~ Conrrnt~n~c.ut~wn I2 Ltndcll Llhr.\r\ campus location 35W from thc NorthTnkc W.t\l,~n~ton Avcnr~eexit :,nJ ttlrn lcir <,n W ; ~ \ l t i n ~ t i(turtrs ln 1 1 ~ 1Cmto i r Crcl,~rA\vnr~c),turn lcit ;at R~ver\~clc Avc~rr~c, r ~ ~ nr l i r2lbt Awnuc South. 1-94 Enst from Minocapolist Avcn~~c, rum Tlhc 25th A\vnl~ccur, turn Icit . ~ 25th left :at Rl\r~siclcAvcnuc, rurn Iclr . ~ Zt l h t A\*cnuc S~~r~rli ,.1-94 Wcst fro111 St. PaulTrtc Rrvcr.rrcleculr, rur I> r~yhr:It R~\.cr\~ilc Avcnuc, turn Iclr . ~2Ist t Atenuc Sot~rh. 35W from thc South- I l~c~llow tlw 1.94 St. P:tt~lb ~ ~ r i(~tiove , rct r ~ c l Italic ~ r ;ii~cr c.~rho f nix, mcrficr*), L h c 25th Awnr~ecult ia~i<I turn Ich , ~Rt ~ \ c ~ , rAvenl~c, ~ ~ l c rurn leir ;bt 2lsr Avcnl~cSouth session I 'A may 29 - june 29.2007 Rooms listeo LUL ~ a c h course below are auu~ectto change aulct: rne printing of this catalog. Please refer to AugNet Records and Registration for the latest information on room assignment for a particd~r BUS AR' 1 Swccncy This c o ~ l l s ew ~ l AIS 105-S h Lifc Drawing ~ c t i o nt o A m e r i c d i a n Studies tl1c bt ' ' IIES I? C c r r i t o Dm,elopment o t tlie theory o f Iiianngement. $ n:rn h r m Weston 2423 Principles o f Management Iiis course is intended t o introrlucc sturlents to A m c i~c . ~ n1nrli;in Studies. Concepts ancl topics to urg:~nimtlon,staffing, planning, and a ~ n m u l T . lie COM 11 1-S P u b l i c Speaking nature ot authority, nccountah~lity,n ~ i crcaln,nsibil~ry, l T h e courrc tocuscs o n speech prcparation, nn;ilysls o f the rule o f the pmtcssionnl m;lnager. organization, n u ~ l i c n c canalysis, style, I~stcning,nntl 6-9:30 11m be co\,erecl include, among others, Iiistory, M, w RVI : L I N 16 Inclians w i l l be emphaslzerl ndiere npproplinte l n t e r c ~ ~ l r ~Au,(~rcn~.rs m~l 1 annto~ny,slinrlIng%cntlcrinl: cu1i11>o~itio11, P C ~ I ~ C ~ I I ~ ~ ~ I I V f& I A ~ I I I ~ ~FIW ~ OA m 1.4:- Perspe~.~~t,e. I A F in Humanities 6-9:30 1 M, W .: OM 17 J. C e r r i t o H u m a n Resource M a n a g e m e n t k n o n n c l f i ~ n c t i o ni n business, acquirition nntl ut~lizationof human resources; cles~nblew l r k ~ n y relationships; effective integration o t tlic wurker with I > ,-S T h i s course nclc the a w l s (with H I S 24913493) igned Environment Andcrson s t h c rlcs~gncilen\zir~>nment, ART 100-S the i n t c n t i o n n l , Topics: P l c i n Air S k e t c h i n g W e w i l l ~n\.estigatca1 T h i s introcluctnry, f~)unclntional : ~ r c h i t e c t u urban ~ ~ , cleslgn, :~nclurh;in Ihisn>ry; cl:lss ienccl places i n \\,li~cli a'c I ~ v e . -a I Ithe ~ M. W Financial Managcmcnt Kapoor risk nntl return, recurity \faluation, capital i n sulnmer. By making site visits 2nd working on Prcrccl.: n o n e for 249; tor 349: E N L II I (,r ENL mnliagement. l o c a t ~ o nstudents , w i l l engage w i t h the subject 112 o r H O N 111 ;rnrl :In :art, liist<~ry,or u r h : ~ n matter they are sketch~ng<Inn ~iiulti-sensory s t t ~ ~ l i ec so ~ ~ r s e T l i e course i n c l u ~ l e st i n a n c ~ nstatement l ;~n:ilysis, P~n~cr~ctlrv/Sk~ll/LAF. Acstherlo m (CIQ I'~np~.ct~tc; Wr~tlng Skill (ART 349 u~rly).L A F 111 F11ieArts (ART 249 only) tbr them. Stu~lentsarc rcspnnsihle b,r Ipurchasc o f n , = . SCI M, W ACC 2213 Kadcr P~n~ctilc/SkilVLAF.AatL,llo I'Lnpl.c~~w;L A F 131FLIW Arb 6.9:30 0.m T. T h Rm.: O M 4 E C O 112 a n J 113 may he rnken i n either orrler. 1-4:30 0 ~n M, W Rm : O M 13 Gybcrg T h i s course introcluces hnsic chemistry cuncepts 111 ECO 1 1 3 3 tlie context of numerous science,b;~seJ Issues I n o u r Principles o f Microeconomics everyclay I~vcs,with the ge11;1 A n introduction to micr<~econ(>mics: tlie theory o f o f s t u ~ l c n t shaving ;I Gilsdorf Introrluctiun to h u r ~ n c r s:~cti\,itiea, b:isic concept.*, basic unclersrnn~linl:o f tlie science b e h i n d irsucs tlie lhouschol~l,f i r m , m:~rketstructures, anel income nncl t u n ~ l n m e n m l so f accounting, the nccounting present and i n tlie tuture. ~ l i s t r i h u t i o n .A l q ~ l i c a t i o nof clcmcntnry economic cycle, :lncl preparation o t t~n:rnci;~l st;ltcments. Prc~erl.: M P G 2 8.30 (r m - n o u ~ ~ M, W I t ~ :n SVE 202 c ~ ~ c a t i vancl ~ t y cxprcssion uaing black ancl white film, etc: $200-225. (capacity liniits enr<,ll~ncntt o 14) M n y he taken ~ n c l c p c n ~ l e n tof l y E C O 113 o r 110. L A F ill Soc~r~l mid Bchraz~orulSc~ences Chemistry f o r Changing T i m c s locations. (capnc~t)'l11111ts c n r o l l ~ n c n to t 15) 35mm,s~nale.lens rctlcx cnmcr:l. Est~m;iteilcost o f RI~I: SCI 2 0 5 Per>pec~ioe/Skill/LAF: Wcsrern Hcr~rogePcrspec~iue; CHM 100-S plhotogrnl~liicprocesses. Sturlcnts need ncccsr to a Gilsdorf A n l n t r o ~ l u c t i o nt o macroeconomics: national international trade Application o f elementary 123 has~csketcli~ngk i t from WetP;iint A r t Supplier ($40) Principles o f A c c o u n t i n g 1 Principles o f Macrocconomics Prererl.: M P G 2 a ~ i c for l tr;1nsl>nrtnrion to clesignntrd off-carnl3us Boechcr Rm : SVE I i n c ~ m i ennnlysis, llionctary anrl fisc;rl policy, Piercq : E C O 112 or 113, A C C 221, nncl MI'G 3 6-9:30 p m pcrson;ll scale. I n this w.~ythey w i l l n t t e ~ n p t o Photography M, W e c o n o ~ n i ctheory to current economic problems unclcrstancl where they arc, a n d why it has mcnnina T h e camera w i l l he usecl ns n tool tLr \,~sunl III FIN 3 3 1 3 excellence ancl l h i s t ~ ) r ~ SI~I~I~~C:II~CC. c~I ART 1 3 2 3 6.9:30 p Hm : SVE 206 places, habits, nncl architecture o f the T w ~ nCities Iltn : O M 17 tlirourli vrrb;il ;and nun-verhal mess;lges; emphasis Instructor 6.930 I,m Lapakko A stucly of the d y n a m ~ c sof h u m a n i n t c ~ a c t i < > n overcome communication b:irricrs Prereq.: B U S 200 o r B U S 242 o r consent o f uhsel-\,ation ; ~ n r ~l l ~ r eon-site ct s k e z i n u the ~wo~,le, . . M. W COM 3 5 4 3 Interpersonal C o m m u n i c a t i o n o n factors that huilcl relntionsli~psn n i l hell> t o f i r n ~ancl society. and slre \'is~tat u prominent examples ofclesign 8:30 a.ni -11our1 R m : M U R I11 ccrure, I;~nclrcapc perceptual plein :lir sketching u ~ i l l ~ i i rn l ei r o ~ ~ ~ h scsslons cc~nsist: ~ l m o s tcxclus~oclyo t w c l l k i n g tours PL'~S~CCLI~,~./S~III/LAF: L A F 111 Fine Artr T. Th BUS 3403 contelnporary issues, a n d the arts Minnesota Pcrspcctirc/Skill/LAF: (>vcrcomingspeech fright 6.9:30 p m language, culture, literature, policy, Images, Lapakko ACC 2 2 2 - 5 Principles o f A c c o u n t i n g I1 Kadcr anrl it~nrlamcnt:ils 11t; ~ c c o i ~ n t i n gtlie , nccol~nring cycle, nnrl prcp;ir,itlon o f financial stnte~nents. 8:30 (1.m loan T. TI1 I'erspcct~t~c/Sk~ll/LAF: Natlrrul WorLl 2 Pcrspe~.[l~e, L A F in N'lrlrrnl Scienccs rind Mnthemr~tics 8.30 o 111-1ioun I n t r o ~ l u c t i o nto business a c r ~ r i t ~ c bs n , r ~ cconcepts RIII.: SVE I tliec~ryt o m:irket policy May be taken T. TI1 RI~I. SCI 123 ~ n ~ l c p c n ~ l c no tfl E y C O 110 o r I I 2 E C O 112 .inJ I I 3 may be taken I n cithcr order. , ; . I Prerecl.: M P C 2 Perspect~t~e/Sk~ll/LAI:: Socir~lWorlrl I or 2 Pcrs0cc~i1,e; L A F in Soc~oland Belurt~~or~rl Science, 1.4:30 p ~n T. Tll Rm : O M 13 HIS 3323 History o f U n i t c d States Foreign Relations EED 2 0 3 3 Physical Scicncc d Elcmcntary Tcacl a This ccrursc tocc~ss 11 Lorcnz-Mcycr A survey oFUn~tcclSratcs torc~gnrcl:1ric>nsi r o m rhc 8 r A n i c r i c a ~ li l c \ ~ o l i ~ tthrough i ~ ~ n the Colrl War, Grcgoirc crnl~h:~rlzing cli:ing~ngJci~nitic,na ot \tJ;lr 31111 PC:ICC. IMSEP ~physicnlscience tcnaluns hcnvccn intcrn:rtio~ialian~ :inJ H P E 001-S Foundations o f Fitness (0.0 crcdit) Navarrc This courrc ia ~ c q u i r c Jc~f:ill Augshurg t u r l c n t s Prerccl : One EF It sccka to Ilnl>ro\'c the sti~clcnt'skno\r.lcclgc ancl SVE 206 i x t l ; ~ t i o n i r m the , cmcrgcncc u i rlie U n i t c ~Sratc* l ns .In cconrllnlc ; r ~ i ~~il~ i l i t ; power ~ry 6 9:30 1) rn M. W/ RI~I : SVE 206 i~nJcratancl~< ~> i gthe t componcnrh o f ~ihysical: ~ n r l IO\, they c o n t ~ i h u t cto pcrx~n:ilI ~ i c l o lhc:1ltl1 n~ ;ancl to nor only \vcll hcing T l l ~ scourac is clcs~gnc~l lpr<>v~Je k ~ i ~ ~ ~l ~~ ;ilsc> ~ ~l e tot ~c lli >~ cct ~ ~ ~~ ~~;in:~l\,zc i c l s c l r r c I;rh rcqwrenients iLr gracluation 4 Prercil.: Muat he Elcmcnr,iry Ecluc;~tic~n m ; ~ j o.~. liccnaurc r c c k ~ n g T 6.9:30 11m. TI1 IGS009-S T Co-op . Olson k Experience 1s ;i0-creclit The C;ST 00' 11. SCI 19 t i tor I ??$ Espuiuicc Thih (llxi011 \\,dys nn inclivicl~~nl c;in n.*scas, monltur, motl\,atc INS 3 9 9 3 I n t e r n sh i p :~nclcl~aciplineI i ~ ~ n / l i e r a et<, l t ~n:iinr:iina l i t e t y l c o i A \vork o~ ser\,~cc-hnscrlcxpcrlcncc I n \r,liicli rlic iitness 2 n d \rcllnt.s ~ r u c l c n tt, ~ c u l ysl,r,naor, 6-7:45 11111 M, W MEL 206 RIII. &sign 3 Olson ancl \\,c)rk site supervisor Ie:~rning:igreenicnt p1a11 tlliit 11nka cclllrsr tlicuries nncl conccl>ts aclors rl~scil>l~ncs, general ati1izc.r .rtuclcnrs' c ~ n p l ~ r y m c rclntccl nt r<>t h c ~ rnl;ijur HPE 1 1 5 3 ;inrl through ~ c t l e c t ~ r Ihnka > n on-co~iipur,learning ro rhc constituency gc131s. ~ i i i s s i ~ ~~ inc,c cor l icleaa c d Health and Clienucal D q m d c n c y Education (.5 crcdit) Psyclic,lug~cnla n ~ ~pliilo\opliicnl l clinicnsion?,u i <!ti-caml'us ~pco~dc, org.~nizations,nnrl/o~' hc A n :in:ilyhis o i c h e m ~ c ; i nhu.*c l :incl w l i : ~ can t porttolio hnaccl o n the intcrn.*liip Sruclcnts must c o m ~ n u n i c ; ~ t i othruugh ~i the use n t inarruction.il c o m m ~ ~ n i t ~Telsi c. rcqu~rcclC<H>I' r e t l e c t ~ c ~ n clone for the nbuscr. Inclu~lcs~nfi)rrnnr~crn :ahout consult \r,itli the k u l t y spona<>ra n ~ Lois l Olacbn i n SCIIUOI l i e i ~ l t l eclumtion i ancl resources the Ccntcr tor Service, W u r k , nncl L c ; ~ r l i ~ n g E D C 220-S Educational Tcchnology (.5 c r c q t ~ Erickson technolo~~ Selection, . p ~ c l ~ n r n t i o~~pi ,~ < ~ c l u c ;and t~on, assignnicnts k,cus cvaluatio~io t etfecri\v a u c l i ~ ~ - \ ~ im:~tcri:ils ~ual for knowlctlcc, u n ~ l c r s t ; r n ~ l io~ i gthe tenc1iindle;irning sitt~:ltions. Computer training \\,ill t>rgan~zat~on/\\.o~-k~>Iiicc nncl :In nwarencs* o f he inclu~lccli n t h ~ scour.rc. o c ~ c t niasucs l that may ; ~ i i tlic ~ ~\vorkpl:icc. t 9 a.m .nmn M , \V F htne 1829 Km : SVE 205 <In nl)l'licntion o i c~>u~sc 6-9:30 1, 111. c'lucat~<,n, ankl g~ncli~:~tic>n skill5 \r,ith the 1c:irning M unly register. rcqh~~rc~ncnt H I S 249134923 ( w i t h ART 2 4 9 1 3 4 9 3 ) Dcsigned Environment Th15 course huilcls on rlie Iprnctlce ; ~ n d~nctlioclr~ > t Quantitativc R c a s o n i ~ i g Schicld C ~ ~ t i ctal ili n k ~ n g; a h , ~ ~st.~ristics t n\ cviclencc. F<>cu\ Eilccrlvc W ~ i t i ~ i g Irs. \\,i~rkslic~l> t c ~ ~ n i strcsscb at htylc 1111 :issocii~tio~i, cai~s:itio~i. ohser\~:iri~~niil btuilica, nncl o r q n i z : ~ t i o n ,the proccr> ( revi.\~(>n, ~ i hcli i ~ n r l cxllcrimcnt\, riak, c<)nfc>uncling,hiaa, ;rnJ ch;incc. IICCI. c \ , n l u i ~ t i ~ ni ~, n cthe l r c l : ~ t ~ ~ > nI)cnvccn ~liil~ rcncl~ng;inJ wr~ting.Kcrli~ircclfor sccc~~icla~ y Anderson T h ~ scuurse :~~lclrerses the ~lesigneclenvironment, GST 2003 Swanson Rcv~e\\,cwnlnun tcclin~cluca~ n \ c l l \ i n gstntiaticol ~ ~ l ~ l w ~ r r u ~Stucly i i s n iconcliti~,n:~l . r c . ~ x > n i nig~ s i n g I~censurenncl Element:i~yEclucation concentration English to clcscrihc and compc>scrates .ind i n C o m ~ n u n ~ c : ~ r i , > ~ i / L : ~ ~Arts ig~~;igc pcrccnt;igc\ prc\c11tcrl i n t ; ~ h l c;inJ graplih. Use tlic intcntionnlly clca~gnc<l~pl;lco111which we live We w ~ l In\,catlaatc l nrchitcctl~rc,I:inclscal~c ;rrcliitccturc, urh:In clcsign nncl urh,~nhistory; cln.\s rcssic~nsconsist :ilmoat cxclu\i\.cly o f \\,;ilking t0111s nncl site visits to Ipronllncnt cx;i~nl?lcso f clesian cxccllence ;and lhist<,r~cals ~ g ~ i ~ i i c : ~ n c e Prcrcq : none tor 249; h,r H I S 349: E N L 1I I (>r E N L 112 c1r H O N I l l Prcrc~l.:E N L I II L>r 112. (>r HON 1 1 I cmnclar~l~zntio~i to tnkc inn, accoilnt the ~ntluence Pcrs\~ccti~~e/Sk~ll/LAF: \V~IIS I ~k ~~l l r,ict,ntol~n~lcr.;Analysis ~ , i ~ t ~ t i ~ t i c ~ l l y - h ~ ~ ~ ~ l \ V r l r ~ nSkill ~ (HIS 349 only); L A F 111 HIL~I~(I~IIICS (HIS argtlmcnt\. E ~ i i l ~ h : ~osni ai n t c r p r c t ; ~ t ~ o cvnlu;it~nn, n, 249 mly) .~nclc c ~ m m u n i c . ~ t i o ~ i , 1.4:30 p tn M, \V RIII : 5(:1 212 ML 5 8 9 3 Topics: Comprchensivc E x a m i n a t i o n The t<,r IIUI ;ix Pikc 11usc <)i t l ~ i as c ~ i i i n n1s~ to Iprcparc stu~lcnts t c l i c<,~nprclie~isi\~e exi~min:itions3s tlic coml>lction ca~.\t<lnc o i tlic Master o f Art.* i n 1-e;iclcrshili. Stuclenta WIII cxl>erlelicc n ~ intense, i coll;rI~~~rat~ nncl v c ,clircctccl ~ntegrntiono f their unclcrst:~n~ling o i lenclcrshil, c x p ~ c s ~tch~r ol t d l i .*ucceaaiul completion o i the cx;in~~n;lticlnsThe I'ersl~ecu~~e/Sk~ll/LAF. Aerrhet~oor 4:308 1, nt rrgnrcling rccluircmcnts :~nclget ~pcrmissi(>n ti) register. P/N gr.~ilinl: (>nly S.~tisf:ictory coml>lcr~<>n Stuclcnts mu.*t consult w i t h Lois Olson i n the r e q u ~ r e ~ i i e nnt rn ~get l l~erlnisai<,n I n t c n l l c d i a t c Expository W r i t i n g R n l : KEN 307 s t u ~ l c n r~ i i u rcon1plctc t :In ;ic;iclc~ii~c 1c;irninl: \vill i u l i i l l the Augshura Exper~cnccgracluntinn Ccntcr tor Scr\,~cc.W o r k , ancl L c : i ~ n i ~ rcwircling ig ENL ~ L U - J oppurtuniticb inherent i n the Intclnahip. The Umvk (:II~I'ersl~ccut,e; c x a ~ n ~ n n r i o[ins n tlircc parts: a mkc-lic~mc\\,rltrcn scctlon (hasccl prini;~rily Ihur not exclusi\.ely on tlic cust<rmi:cd rcnclinga), a #rc,ul> ordl e x : i ~ i i i n ; i t i ~ ~ i , T Th RIII : SCI I 2 3 ~ n ciil i ~ l ~ r - \cntccl l i ~ ~ c~s :~~ r~ n i ~ i : ~ tP/N i ( ~ ngr;lrl~ng session L 111-S --,inning Spanish 1 only Tliis course me S:lturclay morning. Scneuu~ew u ~ oe A i m s to clevelo A p r i l aitcr negotint~onw i t h membc ' : A r I,, I.IS~ ' -- .-:.nester COI m MAT 1 0 5 4 Haincs Concepts o f lineal id, Iogaritli~nic,oncl other ni<)~lcIsw i t h a s iis on :~pplications t o the social,a.%.nntw ;eryJa C srudent KI SPA 111 Stcinmctz business, anrl ;racle o f 2.0 - NIIG 3. S t t ~ d c ~ preparing ~ts tor M P G 3 o r higher may not register b r crecl~t.Sturlents' 6-9:30 p.~n M, W algebra II: thcoricz ~,i internatiun:rl relat~clnsT h e course \\.ill Relipiour heliets, apiritu:rl c u s t o ~ ~ iancl s , philosophy ot SCI 108 6-8.30 p11 Underhill cxpl<,rc issues c>fpeace, suhtninablc ccononllc N o r t h American I n ~ l i a n sare studied. Tribal clc\'elopmcnt, g l t ~ b a cit~zcnshil>, l nncl efforts t o silnil:iritirs ;~nclcliiierences ;are explore~las are trih:il cumbnt ~ n l u s t i c ca n ~ il n e q u ; r l ~arouncl ~ the glohc. rcl:itionships w i t h nature, rcliglous o\~ersigIito i life T l i i s class alms t o hcain p r c u , i ~ l i natuclents ~ \ \ , ~ t l itlic c~,clcs,s;rcrccl r ~ t u acerrnlc,nies, l a n ~beliefs l i n an Lnourlerlgc ncceasnry i o ~tilking intormccl :lction i n ;ittcrlite Irspc,nse t u the c11~11c11~es II~ the currelit glohnl Prcrccl.: E N L III o r 112 o r H O N 11 1, j u n i o r xrcna. Questions cxpl<~rrclinclurlc: Wh;rt should stancling, :rnJ R E L I 0 0 c>r 3 0 0 i n 1r;rrl Ilc? W l i i ~ are t ohsracles t o Att'c~rene,r I Persl~ccttt,~; Writing Skill 1rnp;lct LIOintcrn:itionnl ~ l c v c l o p m c n t slhavc nn o u r 6.9.30 p rn MUS 1603 Fundamentals o f M u s i c Theory 1 Mikkelson S W K 4951699 PA 5 9 5 3 Topics: I n t e r d i s c i p l i n a r y Perspectives o n A g i n g Holroyd POL 2 4 1 3 Environmental a n d T h i s course is for i n c o m i n g Firstyear stil~lentso r R i v c r Politics stucle~itsw l i o are c o n s i ~ l e r i n g;I music major w h o T h i s course cx,i~ninesthe ~ p o l ~ t ~~cl ;y~nli r ~ n i c s syntax o f ASL. S t u ~ l e n t sobaer\,r the lemons strati on woulcl like n b;lsic music thcc~ryfuunclatiun prior to r c l ~ l t i n gt o o u r I ~ ~ c au~ l ,ban, a w l c:rmpus Underhill o f signs, practlce their own signing, ;lnC learn the beginning their nus sic major. Tliis course is also i ~ ~ r en\,llonlncnr nncl rel;rr~~>n.\hil, t k ~the c<~rn~rhunitics h c i n l expressions nncl hotly language neeclcrl t o stuclcnts w h o have h a d p r i m expcrlencc in music ancl ecosystems o f tlie U p p e r M i s s ~ * s i p pW;rtersIiecl ~ communicate clearly w i t h tle;iianil Iharcl-of-hearing who WOIIICIlike t o b u ~ l c ul p u n their bas~cn ~ u r i c people. theory skills S t ~ l d e n t sw i l l attend one uutsiclc Pcrspcct~re/Sk~ll/LAF: I n ~ e r c u l ~Au,orcness ~~n~l 2 concert as a grollp. 6.8:30 p m T, W, TI1 R m : O M 10 I'ersl,ccuvc/SkilI/LAF: 6-9:30 pm ancl larger, glc~halcnvironlncnt Topics cxpl,,rccl implicotiona o f o u r claily choices; I<rc;~l\v;lter, i ~ i r , a n d soil pollution; the lock a n d clam system on thc L A F in Fine Arts 7; Th Km: M U S 5 U p ~ xM r i s s ~ s s ~ p p~n\.asi\.e i; slwcics :~nclhi<l~li\.ersity; c l i m ; ~ t cclinngc. u~arertrontccc)nomic clc\.elopmcnt; A S L 101-T B c g i n n i n g S i g n Languagc I M U S 241-S urban aprawl; :lnJ encrhy procluctlun. T h e class \\,ill A n i n t r < , ~ l u c t i ~ )to n cle;if culture n n ~the l signs nnrl Jazz H i s t o r y look ; ~ the t ch:rllcngc (>fh;rl;~nclng e c o n o ~ n i c syntax o f ASL. Stuclents observe the Jemonstration T h i s courae is a stucly o f the musical elements, Traincr Milcnkovic o f signs, practice their o w n signing, and learn the anrl the lhistor~cal c t ~ l t u r i lperspectIvcs, l facial expressions a n d horly langu:ige neeclerl t o cle\,elopment u f jazz. M a n y sryles o f jazz arc communicate clearly w i t h <leaf ancl liarcl-of-hearing exnminecl i n c l u ~ l i n gearly N e w Orleans D~xielancl, swing, cool, j a z z / r ~ c k / f ( ~ s i o ~ragti~nc, i, bop, a n ~ l cunten1lJor:lry jazz. I'erspectit~e/Sk~lI/LAF: Intercult~rrulAuarcnes, 1 <I~n-nnon T TI1 Alexander/Erickson atuclents ancl upper Ic\fcl un<lcrgrnclunte stuclcnts i n Ihcalth a n d stlc~alservices cliscildincs t o explore Issues rclntecl to aging ;lnd care o f the clrlcrly. Stuclcnts gain rc;rl \rorlrl cxpcrience by working coll;~h~,rati\~ely i n an intercliscil>linary context Stuclents \\,ill be askecl to :rpply ~I~~~w and IcLI~c skills clirectly w i t h c l ~ l c r su t i l ~ z ~ nan g experlentin1 Icarning mc,tlcl St~lclcntsw i l l h u i l l l n beginning expert le\,el k n < ~ a r l e ~ lbase g e r e ~ r ~ l i issues ng that :affect u l ~ l e rn ~ l u l t si n ctmtemporary health nncl rocial wcl61rc cuntcxts. Prcrcrl : Social W u r k , Physiciirn Assistant Stutlies, or Nursing s t i ~ ~ l e n t z T 71. p... . O M IP ~ I e \ ~ l u p ~ ~site> c~~i ;tj ~, l~ s t i c :11icI e , e11\,iro1111ie11r,rI s t e u ~ n r ~ l n h111 i l ~the region. There \\,ill he excurslnns t o site5 ;along tlie river, ~n-cl;lssclch:ites, ancl oplxwtunity to meet w i t h st:rkehol~lers\\r>rking on r~ver.rclatc~Iibst~es SOC I l l - S Perrpect~t~~'/Sk~lI/UF: Soc~c~l World Pcrsl~cculr,C n ~ i n r l Community and the M o d e r n Metropolis T h i n k u ~Sklll, ~rrl<l L A F I" Soci'11 and Bchut,rorrrl Sclcnce T h ~ cuursc s ex;~minesthe clitierent w;~ysth;rt Fischcr sc~ciologist\:~nclurban planners ha\,c \,lewccl citics, Pcrspec~it,e;L A F 111 Fine Art) 8:30 Rni : SCI 212 T h i s course prcn,iclcs a n opportuniry t&r grarluntr A n introduction t o c l m t c u l t u r e a n J the signs 2 n d Perspcct~t'e;mud en^ Lnngrruge I 7; Th ORK MODERN LANGUAGES ASL 1013 B e g i n n i n g S i g n Language I'erspec~ive/Sk~ll/LAF: Chri>tiuu Ftri~h3 or In~cr~.~tlt;rrr~l achie\.~ngn nx,re just ancl eqt~itahle\vorlcl! W h a t Rnb: O M 29 , Jacobson lives i n the Turin Cities! :e 1 wurk will be e\~alu:itell L y quizzes and exams. s% e A m e r i c a n I n d i a n Spirituality a n d Philosophical T h o u g h t US I 114 sha~ulrlconsult the clepartment. Studen Prereq.: M P G 2 11nrl a y c ~ ~i ~ rh i g h I n t m ~ l u c t i o nt o the ilyn;r~n~ca, history, ancl m ; ~ j o r W o r l d Politics 'nA7. Applicd A l g REL 3 7 0 - S POL 1603 ;es must he completed; may R m : M US 5 session ll july 9 - august 9,2007 Rooms listed for each course below are subject to change since the printing of this catalog. Please refer to AugNet Records and Registration for the latest information on room assignment for a particular class. t11e1r ~perb ART 118-S be anJ i n f v r n i uur . w e w i l l explore Iici\v the city can II~IIII:III ' n : ~ t ~ ~ rhahitat" ;rl ,,i I>uili Creativc Drama: Acting and I m p r o herween <lift ~prc)tits,nnil Painting THR 1 1 6 3 flucncc, \\.it11 a i ~ > c u<>n s hn\v c i t ~ c rcan hecorn 1 Fundarncntals o f Staincd Glass Q Bollniat~ i l n p r t : l n t conccpts (dpainting. Most cl;lss time is apcnt painting. Sliclc Iccturcs, ilem(,nstrat~ons,nncl imagin;lri\.c, and tcchn~c;ilploccsa associnreJ w ~ t h ~ ~ n l m > v i r . l t i onc~ i , t i c ~ t i Tom CI:irs is t<irmul:itcrl to engake the cre;rtl\,c. A study (,i rhc.itric;i I I n thls first Ievel p;linrilig course, st~lclcntslenrli ART 100-S cr~tiilucscompletc the Ic:lrning experience. the crc;lrion o t st;~inecl glms prujccrs. T l ~ cunique P~nixct~~t./Sk~l(/lAF: Aetlrtio Pmkcli~.lin.; l A F in FIW Arls intcr~,lay between conccl,t, clesign, :rnJ liKlit within 6.9:30 I, ln M, W 11n1 : OM 17 sr.linccl glass Iiirs the ability to inspire our liearta .I cxl~cricnccsthl~lcntswill gain :In I ' e r ~ l ~ c c ~ ~ t e / S k ~ l I / lC WIFI:~Pcnpecr~re,L A F 111 Sol.lcll (r~~ Rd e h ~ ~ t ' i oSilencer n~l 6-9:30 1, m T, Th Photography appliecl to glnrs, li:!ncl torils, anrl orher The c;lnier;r \+,III be used as I: t<>olfor \,isu:rl 1l11sccll:lneouacnnsulnnhle sul>plics. M ~ n l m t l r nu i crcati\ziry a n ~cxpresslon l using black nncl \vIiite eight l i ~ ~ u per r a week outslile photographic proccrses. Stuclcnrs ~ i c c r;Icceaa l tu 3 35mm, s ~ n ~ l c - l e nreflex s c:lmer:r. Estimated cust ~i M, W 6-9:30 11.111. Rnl. OM I I n t r o d u c t i o n t o H u m a n SOCICL~ iilm, ctc.: $200-225. c<~ntrolthat shalw the clirccrion Jl~ristiansen our Il\,cs! H ~ n .Ire v the rules ;rncl cxl,ect,ltions o i 3 c ~ l l t ~ or ~ rSeO C I C ~ ~ ~lc\~clopecl, ancl \\,lmr c<,nil~clsus t(> confilm or break tlie~n! W h a t Iinlcls sociel)' ttigethcr nnrl s,Ii;rt causes liist<>ricala~iclsucinl Finr ATO ART 102-S Dcsign Arc thcrc soci:rl inilucnccs hcyoncl our i ~ n ~ n c c l ~ ; i t c Peril~~'clitc/Sk~Il/'LAF:l1~Ij111)En~fil n:l M l ~ b r. q ~ ~ ~ r e , n r ~ n r , Ae,theuc I'i7.rl~~~l~re, L A F m FIII~ Art, 1.4.30 p.111. 7; TI1 Ilnl: Fou Tlicctv~ A sturly oiilcsi.n Tom Hln.: O M 4 the visual nrts- Two- ;~nclthree-climension31 projects ART 2 2 5 3 Graphic Design 1 and principles. Supply fec o i $65. This course is n n i n r m ~ i t ~ c t ~too the n principles nncl Penpccur,JSkill/LAF: ~pcrson;lli ~ l e n t i y ! Wli;lt is U.S. culture like toclay. 14:30 p 111 Aothcrlcr Per.\pecr~re; Sl,eaklnK Bowdcn tccliniclues oigrnphic clesign usina page I;lyout sr)ttware. E m p l i ; ~ r ~wsi l l be placecl 111- clesirning M. W l1m. O M 4 with text and image. Pc.rspcc~it,e/Sk~II,'LAF: Ae,lhct~rr Pers~c.c~zre; Spcok~n~ alicl \\*lint arc ~ t sliiatoric;~lr<,ot.r! Tlicsc arc the k ~ n ~ l a Skill; L A F 111 FIIIC Art, oiquestions that u.c w ~ l;~cl~lrcss. l Put siniply, t l i ~ s ART 107-S ct,llrsc Intcrmg.ltcs the nicaning ( > i l i ~ ~ ncxpcrience ~;~n Drawing u ~ i r l i i n; ~ n r through l aoci:~lgroups and s<,cicty. Stu~lentsuse tr;lrlition;il meclia t u clevelop technical Rn.: O M 16 T, Th clem~instr,~ting the use ot the h;rsic cleaign elements Sk~ll;L A F 111 Fme ATIS M. W 6-9:30 11.1n. :I> the uniiying f<lunLlnti<,n for circ~~~nsr:~n impact c r s our scnsc oiseli:lncl even our 1-4.30 ~,III McCartncy Per~pect~r'e/Sk~ll/LAF: Aerthelic, I'~.n\,ectirc; L A F 111 soc 121.S soci:ll c o n t l ~ c t ?How cl;las time wquirecl. P e r s p e c u r e / S k ~ l l ~ FL: A F 111 Flne Arls : SCI 205 ART 1 3 2 4 i111i1 1i111icIs ill the c ~ ~ \ , i r ~ ~ i ~i li li \V eIC~ I i t s \rre live, ~pl;~y, nncl ) m y . S t u ~ l c nI;ib t k c o i $ l l O will hc Bolln~an skills nncl exl,l(>rc clcscr~pt~ve ;and experimental 6-9:30 p m M, W Knl.: I'os, ZZH ART 3 3 0 3 iclcns ior perceptual a~iclc<,nccptual clrawilig. Graphic Design I1 Emp1i;isis is place~l,117 fc>un~l;~tio~ial rlrnw~ng A n ;~<lv;~ncecl stucly o t Inyour, typography. :~n<l\,isuol Bowden COIiCCl>tS. Illlalery tilr print p r o ~ l u c t i r ~using n the co~iiputcr. Per~l,ec~t~e/SkiIl/LAF: A e \ r l t c ~ eI'erspect~~~e; ~ L A F 111 IncluJes iclentiiication ()i design ~ i r o h l e ~ n;rnJ s Fine Arls 6-9.30 p,nl ~ p r e s e n t a t i to ~ ~tlic i clic~it. T, TI I1m : O M 17 Prcrcq.: A R T 225 6-9:30 1, n~ M, W C'. BUS 4 4 0 3 CHFMISTRY r10ral Imaging J. pain:hrurll, I'rcreq.: Any A 8:30 pencil, pen, .~ncl prczsion. COII~III~II~~C:I~ , MIS. or C S C course 11 111 -IIO.,.* K111: Fur, 22U Gybcrg Chemistry f o r Changing T i n i c s :rnJ \cctorb. the context o f ntlmcrous acicncc-h;~rccl ~a.rtlc.* I n <,ur rel:itions. I t tuliills the Ecluc.~rionL l c l ~ , ~ r t ~ ~ l c n t Prcrcq.: BUS c\vrycl:ry I~vcs\r'ith the gn;~l~ >atuclcntt. f II:I\.~II~ :I human rcl;lrion\ :inil M l n n c o r a A111cric:ln 1nili:ln Insrluctol h,lsic ~ ~ ~ i ~ l e r a t i( ~~~tllc ti ~ sl ~c inel~: i ~helii~icl e i~sue\ r e q ~ ~ i r c m e nancl t s i.*:II opticrn \\,ith~nthe liccnaurc Iprcscnr 2nd i n the filturc. progr,l m Prereq.: M P C 2 6 9:30 1, m Painti1 -Solving f o r Busincss Isaacson c ~ n p l i a r i z ~ n~nrli\,lJu;ll g cxprcsslon. This cuursc ap ~rl\,;rncccl.*ofn\f;~rcc;rll;~hilitic.* Prerrq : A R T 1 18 like m;lcr<,s. SI ancl Scenario Manager i n I'~~rspecu~~e/Sklll/LAF~ Ac\rlletir Perspectin Fdne Arls Microsoit Exec 6-9:30 11 III h~~siiiess t h r o ~ ~rlrc ~ l uze i o i rcnl~srichus~ncarc;lscs OM 17 Prcrcq L L A F m N~IIIITCII SCICISCS 8:30 (ILIII.~IOOII E D C 4901580-S (111~1MLII~ICIII(IIICI T, TI1 K111: SC1 212 BUS 2 4 2 3 : Scrcenwriting M PC? 3 . SVE 205 Lazaridi This is n Ihyhricl coursc w ~ t h~n-clnss.*c\alont, : ~ the t P. Cerrito I~~J*.CI~LV/S~III,~AF. S*i<ll W(n11 Ih\\*.cl~<v, W ~ l l l lSkill l~ Principles o f M a r k e t i n g 8:30 Mcziou marketing Legal, ethical, c<,mpetiri\~e,ecc,n<,llllc. .rncl tcchnol~~gic;rl t;~ctora as they :~ttectpmcluct, rc~le,~i the price, Iprolnotlun. ;rnJ clistrihut~unclcc~aion.\. 6-9:30 1) III M , \Y/ I<>n: O M 13 11111: O M 16 Advertising 1. C e r r i t o Personnel i u n c t i o ~ In i business, acquisition 2nd A n intrc>cluctic,n stu~lentstrum &tory outline to tlie creation Mcziou scrccnldny cl~;lft.I n aclLlition to \vriting thcir own ,I.* import:~nt K- 12 Reading Assessment The .\tuily c,t stuclcnt rencli11gclevclopmcnt, the knou.lc~lgenncl usc ofgntllerinl: cliscus*ic~no i nesthetic.*, cr;lit, ;and ft>rm. of stu~lenrs'~ e : ~ c l ~ n :lnJ g , clesigning : ~ ~ ~ p r o p r i : ~ t e July 7, 8, 28, 11nc129 10 < I , ~-6 I pm llm : O M 18 intercultural C o n l m u n i c a t i o n with the gn;rlz o f the i ~ r mnnrl soclcty. :lnJ h:incls<,n I r : ~ r n i n gtc>ols. Prcrcq 6-9.30 6-9:30 1, 111 T. Tb Rrn : SVE I Lpakko ~ m p l i c a t ~ u nfor s communlcatl<ln, ~ n c l u c l ~ n g Kt11: O M I 3 cuursc is rcqu~rccltbr stuclcnts oht:linlnu thcir K-I2 C<~rcq.:E D C 510 This course explores c u l t l ~ r : ~ ~liiierenccs l ;lnJ their TI1 Cllnicnl rxpcllcncc 11~1urh\v11I he ~ n c l u ~ l c iTl h c Rc.lcling Tc.~chcr ILiccnzurc E n ~ l o r s c n ~ c n t . COM 3293 clcmcnra I n moclc~n m ; ~ r k c t ~ n:lnd g T ; ~ n r .l ~ n n l y i ~ nclot.r g re,~cl~ng curriculum hnrecl o n this inforrn:rtion. com~nunicat~rlnsThis ccnlr>c conlhines classroom p III Jacobson ~ i \ , ~ n~letailecl g critical analysis :~nclc11u:iging I n relat~onshil>s;cifecti\,e integr;rtiun o i thc worker BUS 242 rrr consent o f instructor EDC 508-S analyze work jr.1 Ittcn hy each mcmhcr o f thc cl;r\s. ~ ~ r i l i z a t i oof n l i u m : ~ nresources; clesirahlc working : RI~I . SVE 2 scriptr, stu<lcnts will re\,ic\v feature f ~ l l n s.lnJ print, brt,;l~lcazr,;anJ Wcb- hnsecl a~l\.ert~aing .~nclprorn(,tion M, W <I.III- t ~ c , w , of 3 Prcrcrl.: E N L 220 or 221 MKT 3 5 7 3 BUS 3 4 0 3 [)cl1:11tlnent coursc i n writing l i ~ film, r this courac will t:lkc ( > ~ g a n i ~ ; l r ~srafilng, on, plnnning, ;incl control. T h e professional Iilnnnjier I'rerecl.: PPST :lnJ nclm~hsionto the Eclucnri~>n online acti\,~t~esi n henrjeen. Air intrucluctory Prunc~plcso f h;~aic~pollcynncl >tr;ltehy iasucs i n nature ot authority, accountnhilily, nncl ;I.; f ~ n a lthet,rctic:~l ~p~el>:rr;~rion k , ~htudcnt tc:rchina MKT 2 5 2 3 De\,elupment o i the tlieory o f manncement, H u m a n Resourcc Management Erickson o n ~ p ~ not\,ic\v ts .~h<,utthe rc,lc n i E~nl>li;is~& Ic:lclc~ahil, .lncl prc>fcba~<~n.~l clcvclr~p~iicnt, Scr\,c\ COMENL3283 h e c i n n ~ n g:rnrl c<,nclu.*~c~n <>f r h ~ acourse, ancl M, W School a n d Society &chor\li n m o r l c r ~ocicry, i rclat~,,llrIiil~s\ v ~ t h other simul:~tionanil KIII 6-9:30 11 rn 1<111: SVE I ~ p : ~ r u i t s a nct>mmunity, il cc>ll.~b~>r;~ri\c ~noclcla, : I ~ the M , \V l'cr~\~cc~~~~c/Sk~ll/LAF. NOIIL~C~I W,,TICI 2 l'en\~ec~~rc; AJVZ ucly i n ncryl~co r o i l p ; ~ i n t~necli:~ responsihiliry; ;~nalysisC Grcsczyk This cour>c cs;rmines 1i11nr:lncli\,errir) :lnJ 1111rn:ln : Principles o f Managelnentz DivcrsityA4inncsota American lndians This courac i n t r < ~ ~ l u chnslc c s clicm~stryconcepts i n SVE 206 ART EDC 2061566-S CHM 1 0 0 - B st \fis~1;11 i111,1ges u5i11g Explor;rt~unot rhe creal the colnpute ~crrito cliffcrences I n \,nlues, norlns, soci:ll illter:~ction,:lncl coJc systelns. l14ly 5-10 8 ,I111.-3p 111 1111s11-17 8 <I I:IOOI KIIL : SVE 1 Hnnunhce Elemcnu~r~ Schr,ul PL'~S~CCL~I~C/S~II~/LAF: I ~ ~ t c r c ~ ~Auclrcnerr l~unll I Penllucli~e 6.9.30 11.m. P~erctl.: ELIC 505, EEI) 520, ESE 500 or conacnt 01 ilist~ ~ c t o r M, W lt111: L I N 16 ,y, sess Iot1 SPE 4241524-S Jacobson SPE 4 3 4 1 5 3 4 3 Etiology a n d O r i g i n o f Learning D i s a b i l i Tcaching C o n t c n t Arcas to Studcnts W i t h L c a r n i n g Disabilitics Staff T h ~ scourse w i l l rcncli stuclenrs to iclcnt~ty,:1~1:1pt;rncl I l i a i ~ i c l ~ ~;II~ ~ l i~~.cleptl> es ENL 2 2 6 3 I n t r o d u c t i o n t o Creative W r i t i n g Reiniringcr implement clcvcl<~l>~ncnt;rIlg apl)rt,prlate inatruct~cjn i g ~ l ~ s a h ~ l ~ t as i c .\veil ; , nr th;rt suplwrt tlic 1e;rrnlng oistuclents ~rlcntiheclSI; h a v ~ n gIcnrning r l i s ; ~ h i l ~ t ~ cT\h. e cuursc \vlII spccificnlly toeus 011the arms o f rencl~ng,w r i t ~ n gn ~ i c l $00, or lulv 18-31 8 (4 rn ALIPLI~~ 14 8 (1 .lu,un Prcreq.: ENI. I l l or 112 or t l O N I 1 I ~>rc~hlem-sol\,i~ig sk~lls. Tlierc \vlII he n str(>ng il>cur Perspcct,~r%\'k~ll/LAF:Ae,uhcr~csPcn\>eclwc;Wn~irrgSk~ll on the mr>clif~c;~t~<,na ~nvol\.ccli n tlicsc areas :rncl the 1-4:30 p.m. R~I.:' ~n-3p.111 ~ Rm.: SVE 2 ~ 8:30 ~ '1.111 -11oon ~ ~ , ~ I<III: SVE b 206 ~ Elementary Education E a r t h Sc/ Stangl 1 This a ~ u r s cis clca~gncclfor clcmcnr,~rycclucnti~>n ~ n i i ~ jia~i~l ~ r s inclu~lesart11 science " I i i ~ n ~ l s - ~ n " ~nrluiry-h~aerl :~cti\'iticsthnt m r ~ d e the l te;lcIi~nganrl learning process o i s c ~ e l i t i i i cInrlulry. Meets bnsic eiirtIi SCICIICC s ~ ~ b j rmatter ct .*tnnrlar~lsk,r ~ n ~ t i n l I~cc~ist~re. 6-9:30 11.n1. M, W Rln.: SCI 19 Etiology and O r i g i n s o f Learning Disabilitics Kclley This course will focus un the li~srory;and context ~i I c n r n ~ n gcl~sahilirics(LD). This incluclcs :In ~n<lcl>tli look :it the origin o t Ienrnlng dis;ihilities. S I: \\,ell V:I SI; ious thcorerical moclcls (sc,ci<,loylcnl, hioloaie:il, psych~~logic;rl, cognitive, nil beliaviornl) :ippliecl to u n ~ l e r s t : ~ n c l ~Ic;~rning ng rl~s;~bilities.T l i e course \\,ill also provicle a critique o f current p h ~ l ~ , s ~ ~ p l i ~ c : i l pc'sirlons I n the h c l ~ l . St~ltlentswill also ncquirc ESE 4 9 5 3 ~ H ~ kno\\,leclge rclateil t ~ Erccesslng , ~ n i < ~ r m n t i rele\,:rnt nn ~~~~~~~~h~ ~ ~ i , ~ ~p e t~ c~ r s o n ~:c p p to tlie i i e l ~~ l I m) r ni i n g clisab~ltties. Tliis cuursc is clcs~ancrlS I: an ~ntrn<lucriolito the 6.9'30 Illn T. TI1 principal concepts, aplironches, ancl pcrsl,cctivcs ~ > i SPE 4241524-R the sturly nige~ljir:lpliyt h r o i ~ g l irhc exn~l~in;rtlon of Etiology and O r i g i n s world gc(,grnl>liic pzlttcrns ; ~ n r lprocesses. M:~jor o f Learning Disabilities JcnscnISmith topics i ~ ~ c l u~~pl o c p ~ ~ l a Jt i~~s) tl ri i h u t ~ ( cc~ltural l~i, Tliis course will f<>cuso n the history ;~nclcontext 11i cIi~~r,~cteristics ancl ce~ltc~r:rl I:~~i~Isc;i~ po ~ le~st ,i c a l Ienrn~ngrllsah~l~tiea ( L I I ) . This inclucler :In i n l l e p t l i ~ n t c g ~ a t i oand n clisintegrntion, ecc~no~nic InnJ use, look at the w i g i n o t learning disabilities, ;is well as settlements nncl urhnni2;rrlon. This cuursc w i l l meet various tlieureticnl 1110~1e1s (sociol~g~cnl, hiologicnl. the M N St:~n~larcls o f Eifecti\,c Practlce ~n ~psycliologic:~l, c(>gniti\,c, nncl helin\,ior;~l) npplicJ to Gcogrnphy for micl~llcrcliool nn'l high scli<,crl social ~ ~ n c l c r s t a n r l ~learning ng ~l~s;rhil~ties. The course will \ t u ~ l i c sI~censt~re. also provicle a critique ot currcnt p h i l o s ~ ~ p l i i c ~ ~ l 6-9:30 11,m T. TI1 Rln. L I N 16 pobitions i n the i i e l ~ l . St~lclcntsw ~ l ;~lso l ;~ccluirc ENL 2 2 7 3 Jorgcnscn cn~pli:lais(>nw r i t ~ n gt<>rhro:lrlcaar nncl onlhnc mecl~;r. Staff S t ~ t r l c ~ i use t s nn ~ n t e n s i \ v~pr;rcticemc~clelto learn Tliia course \\*ill tcncli stuilcnrs to iclcntih, adapt, tlic h:isicb o f ~~e\\,sgntlieri~ig. ~ r i t i n g 2nd , prorluct~on . i ~ i c Iiml~lcrncnr~ l c \ ~ c l o l ~ m e n t na1>1m?~ri:1tc lly ic>r telcviaion, r n ~ l i o nnil , tlic Internet. instructi(>n that support the learning ( > i s t ~ ~ c l e n t \ Prcrerl.: E N L I1I or 112, o r HON I I 1 iclcliti ficcl ;I> I i ; r v ~ ~licg; r r ~ i ~ ~ li g i s ; i l ~ i l i tT~hce~course ~ Pcr.,l,ccuti./Skill/LAF: CII? I'crrpecure; W~IIIIIR S k ~ l l w ~ l sl>cciticnlly l tc,cus <In the nrens o i rcncling, writing Rln.: SVE 205 : i n J libtening comprcliena~on.m;lth, re;rsnninK, 311'1 Ipr(,hlcn~-sol\,~na sk~lls. There will he n strong iclcus <In tlic mc~cliiic:itionsin\rolveJ i n these :lrens ;inJ the 6.9:30 p.m ENLICOM 3283 Screcnwriting Lazaridi This is n hyhricl courae w i t h in-cl:~sssesrlulis nr the process invol\,ecl. M, W Rtu : SVE 2 h c g i n n ~ n; ~ nconclus~on ~l o f this course, nncl online acti\.~tiesi n hct\rzeen. An intr~>clucrory course i n writing for film, this coursc will take .;tu~lcnts i r u n SPE 4341534-R I<tn : O M 16 1<1n: SVE 206 An introcluctr,ry nc\r,s\\,rit~ngcoursc w i t h :In Tcaching C o n t e n t Arcas t o Studcnts W i t h L c a r n i n g Disabilities SPE 4241524-T I M, W Journalism ~ SPE 4341534-T --- - - - - :lncl creat1t.c pr<>ac. Ilstcning coniprelicnsio~i,1n.lt11, rcasoliing. :and Tcaching C o n t e n t Areas t o Students W i t h L c a r n i n g Disabilitics stol.y o e ~ t l ~ ntoe the creation o f n scrcenl>lay <lr;rit. I n Olson a d r l i t ~ o nto w r ~ t i n xtheir mrrn scripts, stu~lcntswill Thls course will teach st~~clents to i ~ l e n t i 6 :ic1:1pt , :~ncl i r n l ~ l u ~ i u~lcvclopment;rlly it npproprintc instructi(>n tli:it support the learning elf atuilents ~ c l e n t ~ l i e3s <l having learn~ng~lis;rh~l~ries. T l i e coursc rvill c ~ a t t nncl , hr~n. sl>cc~t~cnlly tocus on the arcns o i rc.ltling, writing : ~ n t l Prercq.: E N L 220 or 221 listening comprclicnsion, m;rtIi, reasoning, nncl ]MI? 7. ~pn,blc~n-sol\~~lig akills. There w ~ l Ihc l n strong h c u s c>n the mocliticatiolis involvccl i n tlicsc :rrc:ls and the planning Iproceas i n w l v c ~ l . 5:30-9 p.ln M , TI1 I<ochc~~cr CLII~I 8.28, alul 29 10 ( 1 m 6 D m 1<111,: O M I 8 ML 580-S Ulson c(>mmun~cntecle:rrly with <leaf nncl hard-oi-liear~ng ~wol>le C o l l o q u i u m o f Contemporary T h c o r i c s i n Leadership Link T l i ~ sdccclcrntcJ cmlrac 1s an ~mmersionclass that oilers ;iaclccti~>n o i Ie:~clerahipthe<>riesi n class plus cx;~ml>lcs<>i.rl,l?lic.rt~onthrough rite viaits Sturlents chc,osc n Icaclcr tor ~n-clcpthst~lcly;lncl ~p~eacntation prclecl : ASL 101 Pcr,\>cc~i~,c/Skill/LAF:In~crcultlm~l Auorcness 3 Prrspectir,~;Modern Lulgllt~ge2 T, W, TI1 Knl : SCI 212 B e g i n n i n g Sign Language 11 Trainer 6 8:30 1) m This course has :In <>n-linecolnponcnr Successil~l > n , nceila, or 1 ~ 1 o~f ~ s the ct)nrtitl~cncy aol>lc, erg, OF~.C.IIPI Spulibor an<[ 1 - 0 1 O l r o n i n the Centel- for e. ;~aaign~ncnts klcilb On . ~ l ) l ? l i ~ , ~ 01 t i oc(111rse ~i Cwk, ,lncl Learning rcgnrcl~nl:rcqulrementa P- tlic orc;~nir;~tlc,j,, kno\\,lc~l:.c. ~ ~ n J c r s t a n c lhi in~ \rr~rkpl.rcc,nncl ;an .~\v.~rcncs\ o i a ~ ) c ~ c t lasues nl that r I&S c o ~ n l ~ l c t ~oof nthe course t l ~ l t ~ lwnc l s c > i the pnl,cr n crnsliip. Students must cc>nsult n r l t ~ i c o l i i l i i u n ~ & ~ ~ r c rcqulrc~,m t e c t i o n m;ly .ltfcct the u.r>rkpl;rcc, Stuclenrs ,tl~IIent 'W hns.ani~/<,r - - I - I ~ ~ r ~ ~. -i i s aregister. ~ P/N graclinc only. Sntist;lerc~ry co117 " h ~ l i l l the l Augshure ,IIILI #LC Exl>cricncegr;icl ~irel~le~lt. ~ p e r l n ~ s s ito o l ~rc;i\tcr. ML 520-S Sclf-Identity, Values, a n d Personal G r o w t h L i f c t i m c Activity: Fitness W a l k i n g (0.0 credit) clapp Prcrcq : 6 M A L c<,urscr Jul) 9. 11, 17, 6-10 p tn ,July 14, 8 synt;m of ASL Stuclenn obsenv the clcmonstrntion o f (I 111 -n,xn), RI,I, 11,1> 18, 6-9 p 111 <,;( nll,v 11111,CC T ~ I cc,urrc * l o r ~ k s,it rlic cc>nccpt o f uni\,c~-s;ll Lashbrook r ii N I I I t Knufman S t k l ~ l c n \t v ~ l ~ l a r t ~ c ~ l >i inl t;Ichcrlc\ o f a c ~ i i ~ ~ i n r i s n ~ > l ? l y a~ ~hisi gto^ ic;ll Ipcr\l)ectl\8e al'enking, reading, ;and writing o f elemental y I I ~ ~ ~ ~ I ~ ~ It n~icl ,~ K L\r,h;rr ~ ~t can rencli you ; ~ h n ~YOIII. lt 1 I soc~oec<,nomic forming Intcll,crst~n:~lr c l ; ~ t i ( ~ n s l ~with il>s explc~reyour \,lsl(>nsh r the future ;IIC~ I10\\, to 111:lke ~~c~s<,ns,'c)r~an~:atio in1111 ~ i a a n o t h e ~culture; nncl ~IICIIIr c . ~ l i ~ M ) ' .i j c j r n a a ~ g ~ i ~ ~\YIII ~ e be ~ i t.IsIlk btory, I o o k ~ n g:lt l ~ i crnol', .~nclonline journaliny. Cclursc in\,<,l\,c\ ;I (>f\,ocatic~n, helicirysrcln, ancl uni\,crsal three-hour nricnr;rt~<~n, nr,c~-~l;~y retreat, online Ic;lrninl:, .~nclfi~ll-cl:lgclos~ngsca.rli,n, Scp;lr,lte n,om "'"hO'll\l Moo , JILI?9. 69:30 p.111, ~111<l\;I[.. AII~~UI11, 9 <l.m4 ~ ~ r n CIIII~IIB*IZC s c l e c t i ~that ~ i ~ 11~111\~II(ICI~IS to th111k (ICLYHLI? WA>IIJII "" ~/II(IIIIIIIU TILS) RI~I: CLII~II~Rln, CC critlc:rlly, u ~ r c l c ~ ~ rt~lnclcas n n ~ l icle;ls, libten c a r c i ~ ~ l l y , .~litl~p~otession;iI gc>als~n terms I~CYSOII~~ T 111 TI1 . A OD A A S L 102-S ML 5 3 0 3 cclucation, .;oci;~laclcncc, ;lnd I:lng~l:~gc ;art5 m:ljors. Ethics ill C o m n l u n i c a t i o n T h ~ ccollrrc may XIS,> he r:rkcn &)r gr.~clu:ltc crcrl~t. Tlir<rugIi the in\,cstig;~t~on o f a variety ~,fetliic~~l syntax c l i ASI.. For rcgl*tr;rtlon c<>nt;lctA n n c K:ruinl:ln (612-330- ~pcr\lwcti\ca.this cc,llrse i c ~ c u s con the use ;lnJ o t 51:ns. ~practicctlicll oir.11.;ign~ng.and Ic;rrn the B c g i n n i l i g Sign Language I1 I I 8 8 or ~ ; I ~ I ~ I ~ : I ~ @ ~ ~ ' ; I ~ I ~ S I ~ I I ~ ~ . ~ Lnhr~se I I I ) ~c>ic<>1nrnun1c:lrio11 i n 1)11I1ties,ail\,crtib~~ig, .4 11.n1. (I !II 11111: OM 29 ~ ~ i t c ~ ~ ~ ercl;~ti~,n.*liil,s, ~ s < i n a l nncl s,,ci:~l an'l o r g , ~ n ~ z , r t ~ rctt~ngs. r~~i;~l 6-9:30 11.111. T, TI1 RIII,. OM 10 Steinnletz ~ Sl>nnlsIi. I n t ~ o ~ l u c t l oton the c u l t u ~ eo f tlie Spanisli- Pers~ccti~,l./Sk~ll/LAF:Inr~.rcultun~l Au,ure~~e>s 3 I'enbec~i~,e; Modern Languns 2 8:30-11 ' In 7; W, TI1 Rm : O M 26 SPA 1 1 2 7 r e \ l x ~ n s ~ l > ~; l~i t ynclohal ~l cnnncctcclncs. 6 9.30 1, ancl qucstir~nt h ~ r u g l i t i i ~ l lTliia y cr,tlrac ia iclcal k,r Lapakko i s p m k i n ~mirlcl i l c \ c l c > l ~ ~a ~ n i ign t c r ~ l i a c i p l i ~ i : r r y / ~ ~ i t c r ~ ~ ~ r c ~ i c s s ~ i ~ ~ i ; i l Prcrcq.: SPA 111 ;~l,~r<lncli to ~p~cthleln \ol\.ing :uncl \,aluc n\rralcness; c:illhng .rnd living o n ;~uthcnticlitc. YOI \\,ill alsu cliscus\~onli~llc,\\wng the P a ~ c l c selnin.lr ~:~ torm:it 3s 3 Tlu, ~.o~tr,rr t ~ lhr l held /rrm J~rly30-A1lg11\[ I1n1: O M 25 Ai111s to clevelop four hasic skills: i ~ n d e r s r n n ~ l i n c , arc ~..lllc~lto Jw ;lnrl h ~ \ \Y,W c;ln ~levclolieclhy M w t ~ ~ n Acller. er Sc~n~nn tol,~cs r 8:30 M , T, W uccks i n N~cnr;i:u:~ C o u ~ s c<>hjccti\.csincluclc: YLILI exl>h?reyoilr ow11 I~tc-the i;ict<,ra th:~th:lvc Paidcia S e n ~ i n a r s I'erspectir~c; Modern Lon~t~ogc 2 6.8:30 1) m tliat clccpcns your u n c l c r a t a ~ i c l i ~ I iI~\\,lie ~ you ;arc, \\hat I I rllscil>line I n Nic.ir;lgu;~.rnrl thc U n l t e ~Sr.rtcs; l INS 2553 ASI. 101 SPA 1 1 2 . ~ ~ ~ span& 11~ iI \oil1 he ahlc t ~i~nclcr.mncl > ancl ~ l c m o n s t ~ - . h;~aic ~tc 11111,: MUL 206 : Perspect~c~e/Skill/LAF: Intercultun~lAwnrcncss 3 history [,iU S relntio~is This cotllse includes two ancl prt~t;.ss~(>n;~lly. To iillilll tIi:lt Ipurposc you will T, TIl Prcrcq The ~ p u r l x ~ or ci this courrc ib to txcilir;irc r c i l c c t l o l ~ ~ i r o l > l c ~ nco~iiparing s; the stt~clenr'spnrticula~ 6-7.45 11.n1. exprcsions nncl Lrnly language necrlctl to communicate r c ~ ~ x ~ n s;ind ~ hc ~ l o lh ~; ~tc(>~incctcrlncss l~ rlir(luali the a u t l ~ c ~ ~ t i ccontrihute ~lly :lncl grow hotli l>crson.llly ;and rules ,,i the :ncri\wty. sl:ns, plnctlcc their o\r8nsigning, n n ~Ile a ~ nthe hcinl clc:~rlywith cleoi:lnrl Iharrk>f-hearing people. it^^,^^^ ~~~i~~~ cour.rc,\ ~~~~~~~~l [(,Iml,ro\,e prL,iicicncy in a sclcctcil pl,yaic:llnctl,,ir): Stuclcl,ts s k ~ l l rsrr.ltc:T , A S L 102-T A n introcluctlon to ~ l e a t c u l n ~ nncl r e tlie signs and Topics: T h c U n i t c d Statcs, G l o b a l Connections, a n d U n i v e r s a l Responsibility: A Nicaraguan Perspcctivc Bidinger ncl get HPE 1 0 2 3 B ML 599-S \ritIi I.i,is OI,~II 111 rIic Center, ; ti,r :>;&s 2nd lLc;~rn~ng regarcling rcqwrcmc ~ c ~ l ~ ~ ~ ~ ctor ~iM i c An Lt .Plan \ Mikkelsoll A n Introrlucti,,n tc, <lea( cultllrc;lncl nnil Scr~clenthohserve the ~ l c ~ n o n b r r n t i o n h c i a l cxl>rciai~>ns ;inJ lhocly Inngu;~:.e necclecl to B e g i n n i n g Spanish I1 Steinmetz Aims to ~ l c \ ' c l t ~four p bns~cskills: unrlcrstnniling, apcnking, rencling, and writing ()i elementary Sp;rnlsIi I n t r ~ ~ ~ l u cto t ~ the c ~ nc u l t i ~ r co f the Spanishspeaking a n ~ l c l . Prcrcq.: SPA II I -> , w Pcnpec~i~~c/Skill/LAF.Il~[crculrr~rr~l A~wrrcncss3 I'cr~llcc~n'e; Morlerrl L l n ~ l u ~ g2e 68:30 1, tn T W,TI1 l1m : O M 26 ~ i sesslor I'cnl~ecrit~e/Sk~ll/LAI:: Soc1<11 World I'cr\l~ccur,c, .nus F NUR 5 6 2 1 W S T 362-Sr 1600s Holroyd ,111~1 Sel~or~~onzl SCICICC L A F 111 Sucl<~l . I-4:30 11 >II 7;Th l<n~.OM16 W a l k i n g t l i e Truth: r Culture, Gcndcr. a n ~ ; H I \ / / A I U b i n Sub-Sahara1 HailongaLeuning W a l k i n g thc Truth: Culture, Gcnder, and H I V I A I D S in Sub-Saliann A f r i c a Hailonga/L.cu~iing ica l i e 1, Suh-S;ili;~r tlmc HI* T l ~ cnatural t l u c ~ i c co i +~ncle~iitc in %,ioloky, REL 2 0 0 3 T l i ~ sh n ~ a ~ l - h : l scourse c~l cxpl<,rc\ the ~ n f l u e n c c C h r i s t i a n V o c a t i o ~ and i the Search f o r M e a n i n g 11 o i c u l t u r e and g c n ~ l eo~n tlie t l l V / A I I I S Q u a ~ i b c c kI1 Thib course i(>cuscson .irticulntlng stu~lents' cn\,n tlieolc>gicnl ~ ~ u c x ~alicl ~ i pcts~tions ~ i s ;)nil once? ~ ' e r s ~ ~ c u i ~ e , ~ . ~ kL~Al lF/ ~ 111~F~ne F . Arrr T. Th 6-9:30 11.n~ M U S 220-S Worlds o f M u s i c ilenkovic A sur\,ey o i lion-Western ~ i i u s ~ c . i l Europe, A t r ~ c ; ~ :inJ , Asin \\,ill he covereil (luring this c,>11r1Ic. Perspec~~vc/Sk~ll/LAF:Aorhcucs or lnrcri.~tlutn~l L A F 111 FII~CArt5 Auoreiles5 I Pcr~pcst~t,~.; T Th MUS4963 Topics: JazzIContcmporary Music Thcory \.olvccl i n curbing the crlbis. un~lerlyingcultur.ll belieis, \,.llues, ancl trn~litions flint hot11 p r o ~ l i ~ i.rnd t c Ih~nclcrthe prcacl ~ n u s i ccultc~rcro i N o r r l 1 nnil ~ c , u t ~ r A n i c r i c n . 8:30 ':.t,b.-nuon i n tlic ;i~e.isc ~ h~hllc:ll t intcrprctat~onnncl rlic 11111.: M U S HIV u , i t h ~ nAiric:ln l ~ o p ~ ~ l , ~ t iTul i~ci scc>Llrse . is 1 : 1 ~ 1 ~I n llt Milc~ikovic Ii~stc,r~cnl. cultur:il. : ~ n dglc>h,il contest5 o t tlieoluglcal, n n J ~polit~cnl response* to the clise;lre :ire c s : l m i ~ i c dt l i r c ~ ~ ~rc;~rl~ngs. gli atructurcil tli;ilog, and >crr.~cc-lc:irl~~ng C1iristi:lnir). ;~nclother uorlcl ~ e l i g i < ~ ~ i s . eupcrlence \\,it11 ~pcrsolisacti\fcly invol\zecl i n E\;llu;lt~on hy qu~zzcso n , and rcalx>nt.csto curbing the crisib. Critical reflection on tlic r c n c l ~ n ~;ind s , kwr tlicol~rgicnl position Iyapers, u ~ i c q t ~~; n~ilc c t i o nrates hewccn \rromcn ;~ncl P ~ c ~ c i lR . :E L 100 8:30 'I 11) .noon liicli In Airled illll~lii~i:ltcs 11lidcrIy111g ~11Itllr.1I T Ti KIII : SVE 2 h r l i c h . r:iluc\, .ind traJitiona th:rt I>c~tli N;~mihl;ii n coll.lhorntic~n\\'it11 iqiculr).ancl 5t:ltt trc>m promorc ;inrl liinclcr the sprc.i~lot H I V \r4tliin Aushurg's Ccntcr tor C;lr>h;rl E c l r ~ r . ~ t ~nonn~the l Atrican 1po1>t11ati<)1it.. T l i c ccnIrsc Univcra~tyot Namih~n.I n this crlntmt. \r,<>~ncn'a \r,itli klculr). 2nd srait N:lliiibin ill c~>ll:~hc)~nt~<,n 15 tiluglit 111 Iic.iltli o i t l i c ~ rk i ~ i i ~ l i ;inJ r a comrnunlrlc, are SWK 6993 Asscssmcnt a n d Diagnosis in M e n t a l H c a l t h Practice SI: Ihopetul ;and po*iti\.e re\pr>n\es tc, the lhiglil~glite~l Tliis H I V / A I D S crisis i n Sub-Snli:~r;inAiric;i. (Fuliills the ~ p s y c h ~ r l ~ a t l i ancl o l r , ~tlic r<>lc~ ) i s o c i n \\.urkcrs l prcselvc rlic health o i t l i c ~ ri.~milies.lnil i licoltli I n assessment ;and cliqnosis (lment;ll c o ~ i i ~ n t ~ n ~are t i eliiglil~glitecl a ns I h o l ~ c i t and ~l ctlllcctivc ancl i n ~ l l v i ~ l u ciiorts ;ll to Ipmscr\,c tlie l1m.: M U S 3 p;~nilem~ i nc SubS:lhnr;in Airica. T h e natural liist<,ry, hioloky. :~nclc l > ~ c l c ~ n i o l tof > ~AyI D S I n A i r ~ c n S.I: \vcll ;is roc~<>cultur,ll,ct1iic:ll. <,n rccogn~:ing : i n J e\.:llu;~ting~cligiousclaims m ~NNII). WST 362NUR 5623 gl<>hnlcxl>cricncc r c r l t ~ i r e ~ i i e~nLtI I .i~ i i : i j o01~ min(>r ib i r o m Augrhurg's Ccntcr tor Glohal Ecluc.ltinn BoisenISyers n~iclthe Cln~vcrs~ry <,tNa~lilh~ii. 111r l i ~ sco~itext, women'* collecti\~cnlicl i n ~ l i v i ~ l u c: i il i o ~ ts to an clcct~\,ccuursc wlrich cxl,lorcs ~wuti\zercspc>nacst u t l ~ eHIV/AILIS criais i n This course \\,III ~ n c l u d cthe stllrly oih.~,~cj;izz i n Women's Stuclle\ i n Augshurg'h (:<ire In lhnr~iiony.We \\.ill cliscuss n clioril-acnlc theory, Curriculum). For cleraila contnct Sh,lron W;iclc i n cx:llnl lies ~ ~ s y c l i ~ ~ p . i t l :II~LI i ~ i l o~nent:rl ~y Suh-S;~Ii:~r.ln A i r ~ c : ~(Fuli~llt. . the gl~1'1l covcrinl: major acalc hnl-mony/cli~~rcl rcnlcs, tonic the N u ~ s ~ nDcl>;ilVtmcnt: g 612-330-1214 o r clisorclert. trim n systc~iis,ccolo~ic:ll.;~ncl cspcrlencc rcclulrcmcnt tor n 111njorclr ~ l i i n o r \r~3de'i@3i111l:sh~rg.e~lu. s t ~ c n g t l i \~peral>ccti\,c. Empli.lsi~it. 1p1:lcecl on I n Women's S t ~ ~ c l ~ i l lc AugshurKSs s Cole D<lter:l ~ r l y5-22. 2007 unclcratan~lingh i ~ ~ l ~ ~ ~ c l i 1 1i 1~ 1i 0 t l~~1ca ~I 011 ice~ C u r r i c u l u ~ n ) For . clct:lils contact Shnrc>n W:i<lc wl1<,le-tonc x n l c li:r~mc)ny. \saric)l~se h ~ ~ r ~ I - ~ ciliri ~ l e s tlie lirimnry clc>min:lnt 7th cliorcl, h;xbic ~nocl:ll cycle hubs :rncl, i t tiliie p r r ~ i i i t s ,tonic .wstc~iis. \ v ~ t l Iv(>l>cr i use (11c l i ~ ~ raymhc~l cl nor,ltlon a11d ;ivariety ~ ~ i s c r \ ' l csettin:.. c T h e cclursc the mc>st rhc inciclcncc ;and cc>ursc ,>i I n the Nursing L)cl>;~rt~iicnt: 612-130-1214 o r c ~ ) r n ~ i i < ~~prc\cntccl nly ~ i i c n t ; cl~sorclerr ~l ;inJ the \\,dclca@nugt.hurgcclu. clilicrcntial cttcct 111 thcsc 1;lctors on kI~\,crx D(:tcs. 1111y5-22. 2007 s~te 1 ~ ~ ~ ~ ~ 1,l ~: ribk ti t 1 ~Thih 1 1 i is ~ :I ~ p r c r c q ~ ~ i lor r~, Fee,: SI.220 m ~I~~IIIUII 10 11(111011( ~ i i d( ~ i r k ~Fee) SWK 627 F;lmily Pr.lcticc Elccrlvc: Mental l,l~lt,~Ic!I O ~ I ~ , ,,110>r , ~ , 1l,Cl:l.,, .I> tlcaltli Pr.lcticc, :~ncl15 strongly cncul~r;~gcrl rnlnrllvrrdrlun t1'1t1ut1 thc solmrq al>plic.itiii~i< > tclio~~l.scnlc thc,,ry ancl g u ~ r l ct<,~ics. POL 1 2 1 3 lprcl>;rr;1tio11tor tlic ht.11~l i c c ~ i ~ ies:r~ii. ~ig Ear t r a l n l n ~cxcrci\cs u.111be c<n,crccl. I n t r o d u c t i o n to 6-9:30 11 111 Prcrcil.: MClS 101 cir cqui\vlent American Govcrnrnc~it Aoki E x ; ~ ~ i i i n c~\n ; ~ j o ~parrs r o f A ~ i i e r ~ c an.~tional n L A 1 111 FIIIC Art5 A ~ ~ ~ I T c III ~Perrl~ec~~r~e; ,~ 8:30 n.111 -nonu M. \V I<,,: MUS 3 g0\~~111iie11r 11iclu~1111:: Cwrgrca\, tlic ~prcs~clcncy, ;rnJ the courts, ns well S I: cnmp:iigns alicl elections, T, TI1 I,(II . OM 18 <l,,<l ,,IO$l -- - ,- - - - - - =- - -- --- --- - - - -- -- -- - - dl -\, summer o.nIi.ne.!j"~~5towgust31,m7 Summer Online courses ai-e:deliwered ow& the Inter low students maximum flexibility to organize'their work. Students will need >ersonalcomputer with a browser and'Intcmet connection. While students are ired to log in to the Id in work, they will se several t i m . h week to participate in discussions and teed to d?-this at specific times. Some classes may require occasional clasnoom meetings and t@~:will be held during weekday evenings or weekends to accommodate work schedules. Augsburg students using AugNet Records and Registration to m i s t e r for Summer Online will find these courses listed under Summer Session I I 1 . -_ I POL 121-L A m e r i c a n G o v c r n n l c n t and Politics Hcdblorn Suri'eys ~n.ijorp:lrts c r i Anieric:ln n:ltio~l;ll ; i ~ \ ~ r r n m e n t - i ~ i c I ~(:<,~lgrcss, ~ ~ l i ~ i g the p r c r i ~ l c n c ~ . .~nclthe cotlrts-;rs well :la c a l l l l ~ ~ i g nancl s clccti~~n, fcclcr:ilism, interest grcrups, :inJ p < > l ~ t i cparrlcr .~l I'cr~pe~~ttre/Sk~Il/LAF: Soc~t~l World I or 2 I'CI~\IC~IIV~; 1- FN I 240-r. L A F in Socl~ll(111d ljehi1t10rt11 SCC IC I CI ECO II~-L F I Pcrso'nal Financc Principles o f Microcconornics Intr<)Juction to ~pcrs<)naltin;~nci;llplanning ;1 I>uclgeting, crcclit manngellicnt, inccblue t;~scs, tlic II~IIFCIIIIILI, real cstntc, i ~ l \ ~ c s t ~ l i e n~etirement, ts, awl ~I~SLII.IIICC, cst.ltc lplann~n;. MKT 4 6 6 - L International M a r k e t i n g r r: rlrrn, ':cr structi~rcs,;rnrl ~nc(>mc >felementaly econonlic c l i s t r i h u t i ~ ~Anp p l ~ c a theory to m:lrlet pol Stcin rnccon~)mica:the tlieoly o f A n intro~luctic>~ , lay he taken inclcpc~l~lently C I ~ E C O I I @ ( > r112. E C O 112 ;rnrl 113 may he r.~ken i t i citlicr o n l e ~ . Mcziou P~crcq.:M P G 2 Thih co~lrsecx:lmines t h ~ ~ s~ssuca c ;and ;icti\,~tic.\ I'er~bect~i,c/Skill/LAF: Sucinl Wurlil I or 2 I'crs~ccr~~,c; uniqtle to marketing I n nn internntion:ll setting. mid I j e l u ~ ~ , ~ oSc~enies r'~l L A F 111 Soc~r~l Emphasis ib lilnceil o n :~clnl>tntio~l o i 3 marketin:: lniix OCCO~~IIIIC to the ~ ~ i t c ~ n n t ~~onnnnr kl c t ~ n g e~i\~~ro~i~lic~it. P H I 110-L Prcrctl.: M K T 252 I n t r o d u c t i o n to Philosophy Ward Thih c o u ~ s ci ~ l t r c ~ ~ l u stc~clcnts ces tt, typ~cnl pliilosc~pliic;ilquestion.* (like how we kn11\\,, if u8eran CHM 102-L Ilnve certnln kn<~u,lcrlgc,i f there arc 11111\,cranl ~iit~r;~l C h c m i s t v for Changing Timcs w i t h Lab Fcdic This is a Iccturc anil Inhorntory course tll:1t tle\.cl~~l)s h;lsic c~lclli,trg prinsll)lca \\.itll tllc :15,,lml,ti,,n tilac ~pri~lciples \r,licrlier G o d exlsts, the nntilrc t,f the ~cdl nncl t c ~ m i n d ctc ), to p l i i l ~ ~ s o l ~ hvocahulnry, critical thinking rind w l i ; ~ ti t means t<>\,iew tlic I)~~~~SOI~~IIC~~~Y. ill the 1711y~i~;~l !vo~ILI sturlents h3vc llttlc Or 110 I1;1ek~ro111lcI scicnccs This liyhriil coilrse mccts for thrcc S:itunlny I'erspcct~t~e/Sk~ll/LAF: HI(III(I~ Idetlt~lyP~TSIICCLI(,~;L A F Inh seasion.\: 7:30 n m -3:30 p.m o n June 30. July it1 14, nncl August 4. Cc>u~sc ~>cri<i~m;incc ia c\.aluntcil \<'it1111111t I~~SCIISSI~II C X C I C I S ~ Salirl cl~lizics,a11 <>ngoingj c ~ u ~ n lprojcct al cserctsc, 2nd the l a h o r ~ t o r y SebLIOllS Prcrcq : MPC; 3 I'ers~zc~i~z/Sk~lI/LAF: Nidturizl World I or 2 Pen\,ecut'c, L A F 111 Naruatl Sctencc\ 011d M~~I~ICIII~LLIO I<m: SCI 322 I 24 H~~rntllulles -- - P . - notes d u m m r r Sess ~pplicntionsare a\~:lilnl~le online at: w,nr~~sh~~r~.edu/enrolI/rc~istmr then clicl 'fDd Registrar Forms"
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Title: Augsburg College Summer Catalog, 2008
Collection: Course Catalogs
Search Result: , > Afford; lble Free park in Central IOC' Convenient I I I AUGSBURG COLLEGE AUGSBURG I N THE SUMMER SUMMER SESSION INFORMATION Augsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. Co...
Show more , > Afford; lble Free park in Central IOC' Convenient I I I AUGSBURG COLLEGE AUGSBURG I N THE SUMMER SUMMER SESSION INFORMATION Augsburg College offers a varied summer curriculum that includes courses in 13 academic disciplines as well as internships and independent studies. Course loads in Summer Session: Students may take up to 2.0 credits in each summer session (3.0 credits if the Cum. GPA is 3.00 or better). However, the total credit load for Day/W!3URochester/United students between Spring WEC and Summer Session I cannot exceed 2.0 credits (3.0 credits if the Cum. GPA is 3.00 or better). Additionally, total credit load between Summer Sessions I and I1 and Summer Online cannot exceed 2.0 credits at any one time (3.0 credits if the Cum. GPA is 3.00 or better). Students desiring to exceed these limits must petition the Student S~andingCommittee prior to registration. Unless otherwise indicated, all courses carry a value of 1.0 course credit. One Augsburg course credit is the equivalent of four semester credits or six quarter credits. A detailed listing of courses begins on page 8. Summer Session I May 27 to June 27 Summer Session I1 lllly 8 to August 8 Summer Online June 23 to August 29 ABOUT AUGSBURG Augsburg College is a four-year, liberal arts college located in the heart of Minneapolis, and affiliated with the Evangelical Lutheran Church in America. The small college environment, about 3,000 students during the academic year, is enriched by the many opportunities found in this vibrant metropolitan area. Augsburg's setting allows studenls to participate in a host of cultural and recreational activities. .be ",L,,", the H l g b r kesmlnlgemb&on MEMBER Hilgher Leanllng l h C 4 North Cenbrdl AssochatIan Augsblirg College, as affirmed ill its mission, does not discrin~inateon the basis ojrace, colol; clred, I-eligion,national or ethnic 01-igi11,age, gendel: sexual orientation, marital status, status with I-egard to public assistai~ce,or disability in its eclucatiol~policies, adlt~issiol~s policies, scholarship and loan programs, athletic altdloi- school admil~istel.edprograms, except in those il~stanceswhelr I-eligioi~ is a boi~ajideoccupatiol~al qualiJicatio11. Augsburg College is committed to providing reasoi~able accom~nodationsto its employees and its studel~ts. Augsburg general education: Courses fulfilling Augsburg's Liberal Arts Perspectives, Core Curriculum, and Graduation Skills requirements are so noted along with the description of the course. Course levels: The first digit of the three-digit course number indicates the course level. Course numbers beginning with a "1" or "2" are lower division courses and are intended primarily for freshmen and sophomores; course numbers beginning with a "3" or "4" are upper division and are primarily for juniors and seniors. Independent study: Independent studies may be arranged in consultation with individual faculty members. Internships: In addition LO those listed, internship opportunities may be arranged individually during the summer. Academic internships are carefully planned, work-based learning experiences, supervised and evaluated by a faculty member. Consult the Center for Service, Work, and Learning, 612-330-1148, for more information. Employer reimbursement: Students who qualify for reimbursement from their employers may use their reimbursement to pay for Summer Session courses. Housing: Students who need housing may contact the Residence Life Office, 612-330-1488. I NF0 R MAT I0 N Additional in€ormatioumay be obtained at: www.augsburg.edu/summer AugSburg Campus Box 143 221 ~iversideAvenue Minneapolis, MN 55454 1^ For registration or financial questions: 612-330-1046 (Enrollment Center) lzOr questions relaled to courses: 612-330-1025 (Academic Advising) Eligibility: Persons in good standing at regionally accredited colleges and universities, graduates of such institutions, and sludenls admilled for the next fall term, are eligible to attend Augsburg's Summer Session. Good standing implies that the student has been admitted and not subsequently dismissed by that institution. Students accepted for Summer Session are not automalically granted admission as regular students of Augsburg College. Those wishing to begin a degree program at Augsburg should apply to the Office of Undergraduate Admissions, 612-330-1001, or the Augsburg for Adults Admissions Office, 612-330-1743. i TO REGISTER f 1 1I I I 'L All students may begin to register for Summer Session courses on April 17. Web registration will remain open until May 2 (Session I) and June 6 (Session 11). Web registration hours will be 8:30 a.m.-ll:59 p.m. daily Augsbul-gstudents are encouraged to use web registration. Non-Augsburg students most register in person at the Enrollment Center between 8:30 a.m.4:30 p.m. M/W/F (8:30 a.m.-6 p m. TlTh). The Enrollment Center is located in Sverdrup Hall. We recommend that you schedule your courses as early as possible. C H A N G E I N R E G I S T R A T I O N Many courses fill early and courses with low enrollments will be cancelled one week before the hrsl day of the session. Studen~swho decide to cancel their registration prior to the first day of the session must complete a drop/add form at the Enrollment Center (this must be done in person). There is a charge of $100 for each course cancelled. If a discrepancy is found between his catalog and course information found through AugNet, AugNet should be considered the most current and, thus, A late fee of $100 will be assessed for students who register after the first day of the term. No Session I registrations will be accepted after June 1. No Session I1 registrations will be accepted af~erJuly 12. No Summer Online registrations will be accepted after June 29. i L ! ' cOrrect~ Students registering for Summer Session I must complete their registration by May 23. Signature of the instructor is necded to add a class af~er the first day of class. L Students registering for Summer Session I1 must complete their registration by July 7. Signature of the instructor is needcd to add a class after the firs1 day of class. For refund information, see the Schedule of Refunds on the next page. SUMMER 2008 session I session II summer online Registralion bcgins April 7 April 7 April 7 Web registration closes May 2 June 6 June 6 Balance of tuition due May 27 July 8 July 8 Classes begin May 27 July 8 June 23 Last day to: Register (Without late fee) May 23 July 7 June 20 May 30 July 11 June 27 Drop class without notation May 30 July 11 June 27 Change grading option June 13 July 25 August 1 Withdraw from class June 13 July 25 August 1 Classes end June 27 August 8 August 29 Grades due in registrar's office July 7 August 15 September 8 Register (Added latefec of $100. Signature of i~zstructorneeded; no i-egistrations will be accepted after this dale) Schedule of Refunds: The rollowing refund schedule is based on the percentage of class time remaining on the dale of the students official withdrawal from class. This applies to all students who drop one or more courses during each Lerm. I Students registering for Summer Online must complete their registration by June 20. Augsburg students will be billed through Student Accounts. Non-Augsburg students must pay 50% of tuition at the time of registration. All students must be paid in full by May 2 7 for Summer Session I and July 8 for Summer Session I1 and Summer Online. Augsburg students who have unpaid balances from previous terms must pay these balances before they may register for Summer Session. Percentage of class time remaining after official drop or wilhdrawal and amount of refund: 100% to 90% remaining: full refund (minus 5100 administralive fee) 89% to 50% remaining: refuncl equals the percentage of term remaining 49% or lcss remaining: no refund This refund schcdule is eifeclive whether or not a studenl has attended classes. Please allow two weeks [or tuition and possible financial aid adjuslments LO be finalized. If a crcdil balance remains on the sludenl's account, a credil refund check will be issued at ~ h a Lime. l I COSTS Tuilion rates for 2008 Summer Session courses: $1570 for full-credit courses MAP OF AUGSBURG WEC sludenls enrolled in Summer Session 11 or Suinmer Online may be eligible for financial aid if their course load is at least 1.0 credit. $785 for half-credit courses Audits are charged at [he Luilion rates lisled above. F I N A N C I A L A I D Eligibility for Summer Session attendees Studenls who maintain half-time status (as defined by the prograin in which they are enrolled) arc cligible to apply for financial aid. Day program Students enrolled in either Session I or 11, or both Sessions combined may be eligible LO apply for financial aid if their course load is at least 1.5 credits over the two sessions. To apply The only forms of financial aid available for Summer Session attendees arc the Federal Pell Grant, the Minnesota State Grant (for students who meet eligibility requirements) and student loans. Visit the enroll men^ Center website to download an application form: www.augsburg.edu/enroll. The financial aid priority deadline for Suminer Session is May 15,2008. ? 7th Street S. Augsburg Employee Tuition Benefit Faculty and slaff of the College and heir dependents who are eligible for the maximum Luition benefit will receive a 60 percenl discount on Suinmer Session tuition. program For W C students enrolled in spring trimester, no aid is given for Suinmcr Session I as it runs concurrently with the WEC spring triinestei-. -Interstate WLL Buller Place rn 94 West II I C O L L E G E M A P INFORMATION 1. Ccntcr for Counseling nod Iledlth Promotion 2. Aughbnrg for Adults Admissions 3. Air Strncturc Entrancc (November through March) 4. Edor-Nelson Atllletic Field and Seasonal Air Structure 5. Christcnsen Center and Day Admissions 6. Barnes &Noble at Augsburg Collcgc 7. Foss, Lobeck, Miles, Centcr for Worship, Drama and Co~nrnunicntion 8. Sverdrup Hall 9. Husby-Strommcn Tcnnis Courts 10. Icc Arcna 11. Marketing and Communication 12. Lindcll 1,ibrary 13. Maintcnancc a i d Grounds Shop 14. Mortcnscn Hall 15. Murphy Place 16. Murphy Square 17. Music Hall 18. Luther I-Iall For detailed driving directions visit: www.augsburg.edu/about/directions. htinl lnlerstate 94 East i - nrry\ ~l>iyblllly 19. Old Main 20. Anderson Hall 21. Q ~ a d 22. Scicncc Hall 23. Public Safcty Com~nunicationsCcntcr 24. Shipping and Receiving 25. Mclby I-1x11 26. Svcrdrup-Oftcdal Mcmorial Hall 27. Ur~icssHall 28. Kcnncdy Ccntcr 29. Orcn Gatcway Centcr PARKING INFORMATION A. Visitor Parking B. Rcsidcnt Parking C . Commatcr Parlung D. Faculty/Staff/Commuter/liesident l'nrking E. Rcsidcnt Parking F. Rcsidcnt Parking G . FacultylStaff Parking J. Fnculty/Steff Parking K. Co~lunuterParking L. l?aculty/S taff/Com~nuterP'lrking M. U of M , l~nirvicwParking Ramp I MAY 27-JUNE 27,2008 Please refer to Inside Augsburg Records and Registration for the latest information on the room assignments for classes. pen, and camera. Emphasis will be placed on visual communication and expression. Prereq.: Any ART, MIS or CSC course I N D I A N Web Design I AIS 105-S Introduction to American Indian Studies ART 215-S Weston This course is intended to introduce studenls LO American Indian Studies. Concepts and topics to be covered include, among others, history, language, culture, literature, policy, images, contemporary issues, and the arts. Minnesota , ' Indians will be emphasized where appropriate, Bowden This course explores the theory and practice of multimedia and digital design. Emphasis will be placed on the development of effectively designed, valid, and accessible websites. PerspectivehkilVlAF: LAF in Fine Arts 8:30 a.m.-noon T, Th A R T This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, urban design and urban history; class sessions consist almost exclusively of walking tours and site visits to prominent examples of design excellence and historical significance. ART 102-S Design Holmgren A study of design is the unifying foundation for he visual arls. Two- and three-dimensional projecls demonstrate theory and application of basic design elements and principles. Perspec~ivdSkilVLAF:Aesthetics Perspective; Speaking Skill; LAF in Fine Arts Anderson Prereq.: none for 249; ENL 111 for ART 349 PerspectivdSkilVLAF:Aesthe~icsor Cily Perspective; Writing Skill (ART 349 and HIS 349 only); LAF in Fine Arts (ART 249; HUM for HIS 249) 1 4 : 3 0 p.m. M, W ART 315-S ART 132-S Photography Boecher The camera will be used as a 1001 for visual creativity and expression using black-and-white photographic processes. Students need access LO a 35 mm, single-lens reflex camera. Estimated cost of film, etc.: $200-225. Perspec tivdSkilVLAF: Aesthetics Perspective; LAF in Fine Arls 6-9:30 p.m. M, W ACC 2 2 1 4 Principles of Accounting 1 Stoller Introduction to business activities. basic concepts and fundamentals of accounting, the accounting cvcle, and ureuaration of financial statements. - 2 L Web Design 11 Bowden BUS 200-S Exploring Business as a Vocation Furia This course is intended to introduce students to the possibility of pursuing a career in business as a vocational calling. In this course students will be exposed to key areas of business operations including management, marketing, management information systems/technology, -. finance, accounting, and international business. 6-9:30 p.m. M, W Principles of Management I? Cerrito Development of the theory of management, organization, staffing, planning, and control The nature of authority, accountability, and responsibility, analysis of the role of the professional manager. BUS 340-S Prereq.: ART 215 or consent of instructor Human Resource Management 8:30 a.m.-noon T, Th Personnel function in business, acquisition and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and soclety. Digital Imaging Bowden Exploration of the creation of visual images using the compuler as a paint brush, pencil, CHM 1001102-S Chemistry for Changing Times Gyberg This course in~roducesbasic chemistry concepts in the context of numerous science-based issues in our lives, with the goal of students acquiring a basic understanding of the science behind issues present and in the future. NOTE: CHM 100 is lecture only and CHM 102 includes a two-hour laboratory following lecture each class day Prereq.: MPG 2 PerspectivdSkilVLAF: Natural World 1 Perspective (CHM 102); Natural World 2 Perspective (CHM 100); LAF in Natural Science and Mathematics (LAB for CHM 102) 8:30 a m.-noon (lecture); 12:30-2:30 p.m. (lab) T, Th C O M M U N I C A T I O N S T U D I E S BUS 242-S Exploration of the latest technologies used in the theories and practice of animalion, interactive programming, and advanced digital design. ART 340-S C H E M I S T R Y A 1 4 3 0 p.m. M, W Designed Environment Kapoor Prereq.: ECO 112 or 113, ACC 221, and MPG 3 B U S I N E S S A D M I N I S T R A T I O N ART 2491349-S (with HIS 2491349-S) Perspective/Skill/LAF: Intercultural Awareness 1 Perspective, LAF in Humanities Financial Management The course includes financial statement analysis, risk and return, securily valuation, capital management. 8:30 a.m.-noon M, W A M E R I C A N S T U D I E S FIN 331-S COM I l l - S Public Speaking Lapakko The course focuses on speech preparation, organization, audience analysis, style, listening and overcoming speech fright. PerspectiveLSkilVLAF: Speaking Skill; LAF in Humanities 6-9:30 p.m. T, Th J. Cerrito Prereq.: BUS 200 or BUS 242 or consent of instructor COM 354-S Interpersonal Communication Lapakko A study of the dynamics of human interaction ~hroughverbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. I COM 495-S Topics: Environmental Communication Chamberlain A special topics course thal introduces the field of environmental communication. Students will explore different environmental messages and the various ways to analyze these messages. 6-9:30 p.m. M, W for teachinglleaming situations. Computer training will be included in this course. G E N E R A L 9-11:30 a.m. M, W Co-op Work Experience EED 203-S Physical Science for Elementary Teachers Gregoire This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and . changes in matter; posilion, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy Students conduct hands-on physical science explorations, review student misconceptions, create demonstrations, a K-5 lesson plan, and a science fair project. This course does not meet Augsburg's undergraduate science lab requirements for graduation. - E C O N O M I C S ECO 112-S Principles of Macroeconomics Gilsdorf An introdnction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. Prereq.: Must be Elem. Ed. major or licensureseeking Prereq.: MPG 2 E N G L I S H ENL 223-S 1 4 : 3 0 p.m. M, W Writing for Business and the Professions ECO 113-S Gilsdorf An introdnction lo microeconomics: he ~heory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be laken independently of ECO 110 or 112. ECO 112 and 113 may be taken in eilher order. Prereq.: MPG 2 This practical course is designed to improve writing skills for those entering business and professional careers. Prereq : ENL 111 or 112, or HON 111 Perspective/SkilVLAF: Writing Skill E D U C A T I O N EDC 220-S Erickson Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual materials Outdoor Education (.5 credit) Olson The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This option utilizes students' employment related to their major, and through reflection links oncampus learning to the constituency goals, mission, needs, or ideas of off-campus people, organizations, andlor communities. The required Co-op reflection assignments focus on application of course knowledge, understanding of the organization/workplace, and an awareness of societal issues that may affect the workplace. Studenls musl consult with Lois Olson in the Center for Service, Work, and Learning regarding requirements and get permission to register. Enke A course designed to provide knowledge and develop skills in a variety of ouldoor education activities. Students will be aflorded the opportunity to study the natural environment in which these activities occur. The course will include a required three-day campinglhiking trip. This course is required for the physical education major. Prereq : Permission of instruclor required Course meets on the following dates: May 5,6, 7 , 8 , 9 , 12, 13, 14, 15,16, 17, 19, and 20 H I S T O R Y HIS 24913494 (with ART 2491349-S) Designed Environment GST 200-S Schield Crilical lhinking about statistics as evidence. Focus on association, causation, observational studies, experiments, risk, confounding, bias, and chance. Review common techniques involving statistical opportunism. Study conditional reasoning using English to describe and compose rates and percentages presented in tables and graphs. Use standardization to take into account the influence of confounders. Analysis of statistically-based arguments. Emphasis on interpretation, evaluation, and communication. Anderson This course addresses the designed environment, the intentionally designed places in which we live. We will investigate architecture, landscape architecture, urban design and urban history; class sessions consist almost exclusively of walking tours and sile visils to prominent examples of design excellence and hislorical significance. Prereq.: none for 249; for HIS 349: ENL 111 Perspective/Skill/LAF:Aestheiics or Cily Perspective; Writing Skill (HIS 349 only); LAF in Humanities (HIS 249 only) 1-430 p.m. M, W Prereq.: MPG 3 PerspectivdSkill/LAF: Quantitative Reasoning Skill ENL 260-S PerspectivdSkilVLAF: Social World Perspective; LAF in Social and Behavioral Science Educational Technology (.5 credit) Reimringer HPE 335-S GST 009-S Quantitative Reasoning Perspeclive/SkilVLAF: Western Heritage Perspective; LAF in Social and Behavioral Science Principles of Microeconomics S T U D I E S The Author in Depth: Hemingway I N T E R D I S C I P L I N A R Y S T U D I E S INS 255-S Reimringer A chance to invesligate closely an author of significant influence in various cultural contexls. This course will examine Hemingway's earliest (and besl) work: In Our Time, The Sun Also Rises, and A Fai-ewellto Anns, as well as Hemingway's early experiences in Michigan, W,and Paris, from which he produced these works. Prereq.: ENL 111 or 112 or HON 111 PerspectivdSkill/LAF: LAF in Hnmanilies H E A L T H l P H Y S l C A L E D U C A T I O N HPE 115-S Health and Chemical Dependency Education (.5 credit) Uzarek An analysis of chemical use, misuse, and abuse; recognition of a problem, and treatment options. 6-9:30 p.m M only Paideia Seminars Kaufman Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully This course is ideal for education, social science, and language arts majors This course may also be taken for graduate credit. For registration M O D E R N contact Anne Kaufman (612-330-1188 or kaufman@augsburg.edu) Beginning American Sign Language I INS 399-S Olson A work or service-based experience in which the student, faculty sponsor, and work site supervisor design a learning agreement plan that links course theories and concepts across disciplines, general education, and graduation skills with the learning opportunities inherent in the internship. The student must complete an academic learning portfolio based on lhe internship Students must consult with the facul~ysponsor and Lois Olson in the Center lor Service, Work, and Learning regarding requirements and get permission to register. P/N grading only. Satisfactory completion will fulfill the Augsburg Experience graduation requirement. M A L ( M A S T E R O F I N L E A D E R S H I P ) Topics: Comprehensive Examination Course A R T S Trainer Prereq.: All MAL courses must be completed. Permission of program director needed. M U S I C An inlroduction to deaf culture and the signs and syntax of ASL. Students observe he demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. MUS 160-S PerspectivdSkilVLAF: Intercultural Awareness 2 Perspective; Modern Language 1 Perspective/SkilVLAF: LAF in Fine Arts 6-8:30 p.m. M, T, W Holroyd This course covers basics of music theory. No prior experience in music necessary. Sludents will attend one outside concert as a group. 8:30 a.m. - 12 noon T, Th 6-9:30 p.m. T, Th American Indian Spirituality and Philosophical Thought MUS 241-S ASL 101-T Beginning American Sign Language I Fundamentals of Music Theory This course explores the relationship between religion and science through issues that emerge in public discussion in the news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. Evaluation will be by four response papers, four "What I Believe Matters" papers, and a final exam. REL 3 7 0 4 History of Jazz McDonagh An introduclion to deaf cullure and (he signs and syntax of ASL. Students observe the demonslralion of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Milenkovic This course is a sludy of the musical elements, cultural perspectives, and the historical developments of jazz. Many jazz styles are examined in detail ranging from New Orleans jazz to contemporary and avant-garde jazz. PerspectiveISkilVLAF: Intercultural Awareness 1 Perspective; LAF in Fine Arts Prereq.: ENL 111 or 112 or HON I l l , junior standing, and REL 100 or 300 8:30 a.m.-noon T, Th 6-8:30 p.m. T, W, Th P S Y C H O L O G Y T H E A T R E PSY 252-S THR 116-S SPA I l l - S Beginning Spanish 1 Steinmetz Aims to develop four basic skills: unders~anding, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. PerspectivdSkillILAF: Intercultural Awareness 2 Perspective; Modern Language 1 Beginning Spanish I Adolescent and Young Adult Development Jack Psychology 252 is an advanced psychology course that provides the student an opportunity to learn about the changes that occur in the individual as they make the transition from childhood to adulthood. This course also provides an understanding of the psychosocial development and the psychosocial problems of development during adolescence and young adulthood. Prereq.: PSY 105 SPA I l l - T Steinmetz Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. Perspectiv&lzilVLAF: Intercultural Awareness 2 Jacobson Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. Perspective/Skill/LAF: intercultural Awareness 2 Perspective; Modern Language Pike The purpose of this seminar is to prepare students for a set of comprehensive examinations as the completion capstone of the Master of Arts in Leadership. Students will experience an inlense, collaborative, and direcled integration of their understanding of leadership expressed through successful complelion of lhe examinalions. The examination has three parts: a lake-home written section (based primarily b u not ~ exclusively on the customized readings), a group oral examination, and a four-hour seated examination. P/N grading only. This course meets two week nights and Saturday morning. Schedule will be available in mid-April after negotiation with members of the class. Perspeclive; Modern Language 1 6-8:30 p.m T, W, Th ASL 101-S This course will be held from June 23-27 Internship L A N G U A G E S Creative Drama: Acting and Improvisation Engen A study of theatrical movement, voice, mime, mask, improvisation, acting with and emphasis on active participation and reflective wriling. This course is primarily designed for nonmajors and does not fulfill credit towards the theatre arts major. Students will evaluate professional and Augsburg College performances through written assignments. Students will create several original performance pieces (individual and collaborative) based on personal, cultural, and political ideas and events. Fee: total of $25-$45 to view live performances Perspective/Skill/LAF:Fulfills Engaging Mpls. requirement, Aesthetic Perspective; LAF in Fine Arts R E L I G I O N REL 200-S Christian Vocation and the Search for Meaning 11 A R T S Quanbeck I1 JULY 8-AUGUST 8,2008 Please refer to Inside Augsburg Records and Registration for the latest information on the room assignments for classes. C O M M U N I C A T I O N S T U D I E S Public Speaking A M E R I C A N S T U D I E S I N D I A N AIS 2 6 4 4 American Indians in the Cinema Weston course syllabus. This course is designed to challenge art majors, but is also "friendly" to students in all academic programs. PerspectivdSkilVLAF: Aesthetics Perspective; LAF in Fine Arts This course looks at the effect Hollywood cinema and other such images have had on the American public's perception of American Indians. Class time is lecture, discussion, film clips, and full-length movies. B U S I N E S S A D M I N I S T R A T I O N I M I S PerspectivdSkill/LAF: Intercultural Awareness 1 ACC 222-S 6-9:30 p.m. M, W ART 107-S Drawing Bollman In this course students will learn about drawing as it is understood and practiced in the fine arts. Students will come to an understanding of what makes a good drawing, by practicing drawing, by critiquing drawings, and by identifying the role of drawing in our world, both past and present. Each student will be assessed on their final portfolio of work. Assessment criteria are identified on the course syllabus. This course is designed to challenge art majors, but is also "friendly" to students in all academic programs. Perspective/SkilVLAF: Aesthetics Perspective; LAF in Fine Arts Painting I Kader A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Bollman In this course students will learn about painting as it is understood and practiced in the fine arts. Students will come to an understanding of what makes a good painting, by practicing painting, by critiquing paintings, and by identifying the role of painting in our world, both past and present. Each student will be assessed on their final portfolio of work. Assessment criteria are identified on the This course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speaking anxiety PerspectivdSkilVLAF: Speaking Skill; LAF in Humanities BUS 440-S Strategic Management COM 247-S Documentary J. Cerrito Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. PerspectivelSkilVLAF: LAF in Humanities 6-9:30 p.m. T, Th COM 280-S Isaacson This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel, as well as other simulation and decision support tools for problem-solving in business through the use of realistic business cases. Lazaridi This is a hybrid course with intensive sessions on campus June 28 and 29, and again on July 19 and 20. Students will also work online. An introductory course in writing for film, this course will take students from general concepts about screenwriting to story outline to the writing of a screenplay's first act. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Prereq.: ENL 220 or 221 or 226 or 228 E D U C A T I O N EDC 2061566-S Diversityhlinnesota American Indians STAFF This course examines human diversity and human relations. Fulfills the Education Department human relations and Minnesota American Indian requirements and is an option within the licensure program. An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. 6-9:30 p.m. M, W PerspectivehkilVLAF: LAF in Humanities School and Society 6-9:30 p.m. M, W Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Intercultural Communication Prereq.: MPG 3 Chamberlain COM 329-S Prereq.: BUS 200 or BUS 242 Problem-Solving for Business Ellenwood A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Introduction to Communication Studies Prereq.: ACC 221 MIS 260-S ART 118-S Chamberlain 6-9:30 p.m. M, W Principles of Accounting I1 A R T Screenwriting COM I l l - S Lapakko This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. PerspectivdSkilVLAF: Intercultural Awareness 1 Perspective; fulfills the Engaging Minneapolis requirement EDC 4901580-S Erickson Prereq.: PPST and admission to he Education Department Perspective/SkilVLAF: Social World Perspective; Writing Skill ESE 495-S EDC 508-S K-12 Reading Assessment Jacobson The study of student reading development, the knowledge and use of gathering and analyzing dala of students' reading, and designing appropriate reading curriculum based on this information. Clinical experience hours will be included. The course is required for students obtaining their K-12 Reading Teacher Licensure Endorsement. Topics: Human Geography STAFF Co-req.: EDC 510 This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course meets the MN Standards of Effective Practice in Geography for middle school and high school social studies licensure. July 8, 9, and 10: 8 a.m.-3 p.m. 6-9:30 p.m. T, Th Prereq.: EDC 505 and EED 520 and ESE 500, or consent of instructor July 11, 14, 15, 16, 17 and 18: 8 a.m.-noon. Alternative site (school-based) EDC 510-S Reading Clinical and Leadership Seminar STAFF The s ~ u d yof effective leadership and professional development strategies for individual schools and districts, reading standards, slate and federal reading legislation, and fiscaVbudgetary operations. The clinical portion will include opportunities to apply skills and knowledge of reading development and instruction in a clinical setting with K-12 students. Prereq.: EDC 505 and EED 520 and ESE 500, or consent of instructor This course teaches students to identify, adapt, and implement developmentally appropriate instruction that supports the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, wriling, and listening comprehension, math, reasoning, and problem-solving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. Location: Rochester campus Teaching Content Areas to Students with Learning Disabilities STAFF This course teaches students to identify, adapt, and implement developmentally appropriate inslruction that supports the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing, and listening comprehension, math, reasoning, and problem-solving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. ENL 227-S SPE 4241524-S EED 200-S This course focuses on the history and context of learning disabilities (LD). This includes an indepth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course also provides a critique of currenl philosophical positions in the field. Students will also acquire knowledge relaled to accessing information relevant to the field of learning disabilities. Stangl This course is designed for elementary education majors and includes earth science "hands-on" inquiry-based activities that model the teaching and learning process of scientific inquiry Meets basic earth science subject matter standards for initial licensure. Etiology and Origins of Learning Disabilities Journalism STAFF Prereq.: ENL 226 Screenwriting E N G L I S H July 21-25, 28-30: 8 a.m.-noon. Alternative site (school-based), August 18: 8 a.m.- 3 p.m. Students will draft a collection of short stories and critique others' work in the writing workshop environment. Throughout the term students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own. 5:30-9 p.m. M, Th 6-9:30 p.m. M, W Co-req.: EDC 508 Elementary Education Earth Science Fiction I SPE 4341534-S This course focuses on the history and context of leaming disabilities (LD). This includes an indepth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course also provides a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of leaming disabilities. Jacobson ENL 3 2 0 4 Location: Rochester campus SPE 4241524-R Etiology and Origins of Learning Disabilities SPE 4341534-R Teaching Content Areas to Students with Learning Disabilities STAFF Jorgensen An introductory newswriting course with an emphasis on writing for broadcasl and online media. Students use an intensive praclice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. Prereq.: ENL 111 or 112, or HON 111 PerspectiveISkilVLAF: City Perspective; Writing Skill Lazaridi This is a hybrid course with intensive sessions on campus June 28 and 29, and again on July 19 and 20. Students will also work online. An introductory course in writing for film, this course will take students from general concepts about screenwriting to story outline to the writing of a screenplay's first act. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Prereq.: ENL 220 or 221 or 226 or 228 G E N E R A L S T U D I E S GST 009-S Co-op Work Experience Olson The GST 009 Co-op Work Experience is a noncredit option for the Augsburg Experience. This option utilizes students' employment related LO their major, and through reflection links oncampus learning to the constituency goals, mission, needs, or ideas of off-campus people, organizations, andlor communities. The required Co-op reflection assignments focus on application of course knowledge, understanding of the organization~workplace. and an awareness of societal issues that may affect the workplace. Students must consult with Lois Olson in the Center for Service, Work, and Learning regarding requirements and get permission to register. H I S T O R Y Lorenz-Meyer A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course moves topically as well as chronologically through the modern era. Themes include industrialization and urbanization; the significance of gender, race, and ethnicity in American cul~ure;the growth of a strong federal governmenl; the emergence of the United States as a world power; the creation of a consumer society; the rise of identity politics; and the passing of American hegemony. Perspective/Skill/LAF: Western Heritage Perspective; Critical Thinking Skill; LAF in Humanities I N T E R D I S C I P L I N A R Y S T U D I E S INS 3 9 9 4 Internship M A L ( M A S T E R O F I N L E A D E R S H I P ) Ethics in Communication A R T S Lapakko Through the investigation of a variety of ethical perspectives, this course focuses on the use and abuse of communication in politics, advertising, interpersonal relationships, and social and organizational settings. HIS 122-S 20th-Century U.S. that links course theories and concepts across disciplines, general education, and graduation skills with the learning opportunities inherent in the internship. The student must complete an academic learning portfolio based on the internship. Students must consult with the faculty sponsor and Lois Olson in the Center for Service, Work, and Learning regarding requirements and get permission to register. P/N grading only. Satisfactory completion will fulfill the Augsburg Experience graduation requirement. Olson A work or service-based experience in which the student, faculty sponsor, and work site supervisor design a learning agreemen1 plan diagnosis, assessment, and planning necessary for launching and then leading successful innovation efforts. expressions and body language needed to communicate clearly with deaf and hard-ofhearing people. 6-10 p.m. T; and 6-10 p.m. Th, 7/17 and 8/7 only Prereq.: ASL 101 M A T H E M A T I C S MAT 105-S Applied Algebra Haines Concepts of linear, exponential, logarithmic, and other models with an emphasis on applicalions to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. Students in MPG 3 or higher may not register for credit. Students' work will be evaluated by quizzes and exams, Prereq.: MPG 2 and a year of high school algebra. SPA 112-S Beginning Spanish I1 Steinmetz Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. Prereq. : SPA 111 PerspectivdSkill/LAF: Intercultural Awareness 3 Perspective; Modern Language 2 8:30-11 a.m. T, W, Th SPA 112-T 6-9:30 p.m. T, Th M O D E R N L A N G U A G E S ASL 102-S Colloquium of Contemporary Theories in Leadership PerspectivdSkilVLAF: Intercultural Awareness 3 Perspective; Modern Language 2 Link This accelerated course is an immersion class that offers a selection of leadership theories in class plus examples of application through site visits. Students choose a leader for in-depth study and presentation. This course is being offered as a combination of work with Moodle online and in the classroom. July 7 and 9, 6-10 p.m.; July 12, 8 a.m.-noon; July 14 and 15.6-10 p.m.; July 18, 6-9 p.m.; plus two site visits to leaders in their organizations at times to be announced. Beginning American Sign Language 11 Trainer A continuation of ASL 101. An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-ofhearing people. Prereq : ASL 101 PerspectivdSkilVLAF: Intercultural Awareness 3 Perspective; Modern Language 2 Beginning Spanish I1 Steinmetz Aims to develop four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to the culture of the Spanish-speaking world. Prereq.: SPA 111 PerspectivdSkilVLAF: Intercultural Awareness 3 Perspective; Modern Language 2 6-8:30 p.m. T, W, Th M U S I C MUS 220-S Worlds of Music Milenkovic A survey of non-western music, this course explores diverse musical styles and instruments from many cultures. Topics: Leading Innovation Berkas This course explores what is involved in providing quality leadership that helps create and lead innovations within either corporate or nonprofit organizations. It will provide a brief overview of the history of innovation and then will focus on what it takes to provide the ASL 102-T Beginning American Sign Language 11 McDonagh A continuation of ASL 101. An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial PerspectivdSkilVLAF: Aesthetics or Intercultural Awareness 1 Perspective; LAF in Fine Arts MUS 2 4 1 4 History of Jazz Milenkovic This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many jazz styles are examined in detail ranging from New Orleans jazz to contemporary and Avant-Garde jazz PerspectiveISkilVLAF: Intercultural Awareness 1 Perspective; LAF in Fine Arts details contact Sharon Wade in the Nursing Department: 612-330-1214 or wades@augsburg.edu. Fees: $2,450 (includes summer school tuition and educational expenses in Namibia) Travel: $860 (lodging, most meals, and transport within the country) Airfare: $2,200-$2,400 (estimate) P O L I T I C A L NUR 562fWST 3 6 2 4 Walking the Truth: Culture, Gender and HIVIAIDS in Sub-Saharan Africa Hailonganeuning This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AlDS in Africa, as well as sociocultural, ethical, theological, and political responses to the disease are examined through readings, structured dialog, and service-learning experiences with persons actively involved in curbing the crisis. Critical reflection on the unequal infection rates between women and men in Africa illuminates underlying cultural beliefs, values, and traditions that both promote and hinder the spread of HIV within African populations. The course is taught in Namibia in collaboration with faculty and staff from Augsburg's Center for Global Education and the University of Namibia. In this context, women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AlDS crisis in Sub-Saharan Africa. (Fulfills the global experience requirement for a major or minor in Women's Studies in Augsburg's Core Curriculum). Students must attend all classes and servicelearning experiences between July 12-26 in Namibia. (NOTE: travel time to and from Namibia means that students must reserve July 10-27 for the course). Final projects and papers are due no later than August 15 to receive a grade and credit for the course. For World Politics Perspective/SkilVLAF: Social World Perspective; Critical Thinking Skill; LAF in Social and Behavioral Science S C I E N C E POL 160-S N U R S I N G challenge of balancing economic development, social justice, and environmental stewardship in the region. There will be excursions to sites along the river, in-class debates, and opportunity to meet with stakeholders working on river-related issues. S O C I A L Underhill Introduction to the dynamics, history and major theories of international relations. The course will explore issues of peace, sustainable economic development, global citizenship, and efforts to combat injustice and inequality around the globe. This class aims to begin providing students with the knowledge necessary for taking informed action in response to the challenges of the current global arena. Questions explored include: What should U.S. policy in Iraq be? What are obstacles to achieving a more just and equitable world? What impact do international developments have on our lives in the Twin Cities? Perspective/Skill/LAF: Social World Perspective; LAF in Social and Behavioral Science W O R K SWK 699-S Exploring Family and Child Welfare Senices in Slovenia Bosch Based on the University of Ljubljana, Slovenia's approach to social policy and social well-being for families and children, and an opportunity to observe and meet with Slovenian social workers in their practice settings. Students participating in this course spend time in orientation with the social work faculty at Augsburg and then join the Slovenia faculty to concentrate on child welfare services at social work centers or other practice settings in areas such as domestic violence, refugee, mental health, and poverty. Participants work with a group of Slovenian students, faculty, and community practitioners.Cost: $3,600-$4,000 (tentative) includes tuition, accommodations, airfare, most meals, and ground transportation Needed: U.S. Passport POL 241-S Environmental and River Politics Underhill This course examines the political dynamics relating to our local, urban, and campus environment and relationship to the communities and ecosystems of the Upper Mississippi Watershed and larger, global environment. Topics explored include campus sustainability; he environmental implications of our daily choices; local water, air, and soil pollution; the lock and dam system on the Upper Mississippi; invasive species and biodiversity; climate change, waterfront economic development; urban sprawl; and energy production. The class will look at the For more information contact: Andrea Woj tanowicz (woj tanow@augsburg.edu), Dr. Lois Bosch (bosch@augsburg.edu),or Holley Locher (locherh@augsburg.edu) W O M E N ' S S T U D I E S WST 362/NUR 562-S Walking the Truth: Culture, Gender and HIVIAIDS in Sub-Saharan Africa HailongaILeuning This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural hislory, biology, and epidemiology of AIDS in Africa, as well as sociocultural, ethical, theological, and political responses to the disease are examined through readings, structured dialog, and service-learning experiences with persons actively involved in curbing the crisis Critical reflection on the unequal infection rates between women and men in Africa illuminates underlying cultural beliefs, values, and traditions that both promote and hinder the spread of HIV within African populations. The course is taught in Namibia in collaboration with faculty and staff from Augsburg's Center for Global Education and the University of Namibia. In this context, women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS crisis in Sub-Saharan Africa. (Fulfills the global experience requirement for a major or minor in Women's Studies in Augsburg's Core Curriculum). Students must attend all classes and servicelearning experiences between July 12-26 in Namibia. (NOTE: travel time to and from Namibia means that students must reserve July 10-27 for the course). Final projects and papers are due no later than August 15 to receive a grade and credit for the course. For details contact Sharon Wade in the Nursing Department: 612-330-1214 or wades@augsburg.edu. Fees: $2,450 (includes summer school tuition and educational expenses in Namibia) Travel: $860 (lodging, most meals and transport within the country) Airfare: $2,200-$2,400 (estimate) I JUNE 23-AUGUST 29,2008 P O L I T I C A L Summer Online courses are delivered over the Internet to allow students maximum flexibility to organize their work. Students will need access to a personal computer with a browser and Internet connection. While students are required to log in to the course several times a week to participate in discussions and hand in work, they will not need to do this at specific times. Some classes may require occasional classroom meetings, and these will be held during weekday evenings or weekends to accommodate work schedules. Augsburg students using AugNet Records and Registration to register for Summer Online will find these courses listed under Summer Session 11. B U S I N E S S A D M I N I S T R A T I O N FIN 240-L Personal Finance Kapoor Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Meziou Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, economic, and technological factors affecting marketing decisions are explored. MKT 466-L International Marketing Prereq.: ENL 220 or 221 or 226 or 228 ( M A L ) M A S T E R O F A R T S I N L E A D E R S H I P MKT 252-L Principles of Marketing concepts about screenwriting to story outline to the writing of a screenplay's first act. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Meziou This course examines those issues and activities unique to marketing in an international setting. Emphasis is placed on adaptation of a marketing mix according to the international marketing environment. Prereq.: MKT 252 ENUFLM 328-L Screenwriting This is a hybrid course with intensive sessions on campus June 28 and 29, and again on July 19 and 20. Students will also work online. An introductory course in writing for film, this course will take students from general Leadership and Universal Responsibility Lashbrook The purpose of this course is to explore the concept of universal responsibility, both intellectually and experientially, and study cultural differences in professional practices. During a two-week visit to Nicaragua, students will have the opportunity to meet with leaders to learn more about local conditions. They will also have the opportunity to stay with a Nicaraguan family. Performance will be assessed in terms of participation, a photo presentation of the student's culture, a reflective essay on universal responsibility, and a presentation of cultural differences in the student's profession. May 21, 6-9 p.m.; June 28, 9-5 p.m.;July 9, 6-9 p.m.; and August 9, 1-5 p.m. (see syllabus). Travel to Nicaragua July 13- 26. Program fees estimated at $3,600 including airfare, tuition, accommodations and meals, ground transportation, health insurance, and CGE reading materials. S C I E N C E POL 121-L American Government Aoki Surveys major parts of American national government-including Congress, the presidency, and the courts-as well as campaigns and elections, federalism, interest groups, and political parties. PerspectivdSkilVLAF: Social World Perspective; LAF in Social and Behavioral Science R E L I G I O N REL 390-L Theology of Death and Dying Benson A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology Prereq.: One of the following: HON 100, REL 100, REL 111, REL 221, REL 300, or REL 331 PerspectivdSkilVLAF: Christian Faith 2 or 3; LAF in Humanities SUMMER SESSION APPLICATION FORM S u m m e r Session applications are available online a t www.augsburg.edu/enroll/registrar. Click on Download Registrar Forms.
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Title: Augsburg College Undergraduate Catalog, 2008-2010
Collection: Course Catalogs
Search Result: Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information...
Show more Augsburg College Undergraduate Catalog 2008-2010 OFFICIAL PUBLICATION OF AUGSBURG COLLEGE 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published May 2008 www.augsburg.edu A Greeting from the President Stephen Geffre A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share you own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President Table of Contents Academic Calendar – 4-7 Directory – 8 Introducing Augsburg – 9 Facts and Figures – 19 Undergraduate Admissions – 21 Day College – 22 Weekend College – 23 Financing Your Education – 27 Student Life – 37 Academic Information – 53 Departments and Programs – 98 Includes majors, minors, and course descriptions College Information – 339 Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Faculty Emeriti – 366 Maps – 369, 370 Index – 371 4 2008-2009 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Summer........................................First-year registration Aug. 31-Sept. 2/Sun.-Tues. ..........New student orientation Sept. 3/Wed. ................................Classes begin Oct. 24/Fri. ..................................Mid-term break (one day only) Nov. 10-26/Mon.-Wed. ................Registration for spring Nov. 27/Thurs. ............................Thanksgiving recess begins Dec. 1/Mon. ................................Classes resume Dec. 12/Fri. ..................................Classes end Dec. 15-18/Mon.-Thurs. ..............Final exams Spring Term 2009 Jan. 12/Mon. ................................Classes begin Mar. 16/Mon. ...............................Mid-term break begins Mar. 23/Mon. ...............................Classes resume Apr. 6-17/Mon.-Fri. .....................Registration for fall Apr. 10/Fri. ..................................Easter break begins Apr. 24/Fri. ..................................Classes end Apr. 27-30/Mon.-Thurs. .............Final exams May 2/Sat. ....................................Baccalaureate/Commencement 2009-2010 ACADEMIC CALENDAR, DAY PROGRAM (AND PA PROGRAM) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Sept. 9/Wed. .................................Classes begin Oct. 23/Fri. .................................Mid-term break (one day only) Nov. 26/Thurs. .............................Thanksgiving recess begins Nov. 30/Mon. ...............................Classes resume Dec. 11/Fri. ..................................Classes end Dec. 14-17/Mon.-Thurs. ..............Final exams Spring Term 2010 Jan. 11/Mon. ................................Classes begin Mar. 15/Mon. ...............................Mid-term/Easter break begins Mar. 22/Mon. ...............................Classes resume Apr. 23/Fri. ..................................Classes end Apr. 26-29/Mon.-Thurs. .............Final exams May 1/Sat. ....................................Baccalaureate/Commencement 5 6 2008-2009 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2008 Class Weekends: Sept. 5-7, Sept. 19-21, Oct. 3-5, Oct. 10-12, Oct. 24-26, Nov. 7-9, Nov. 21-23, Dec. 5-7 Winter Term 2009 Class Weekends: Jan. 2-4 (MSW only), Jan. 9-11, Jan. 23-25, Jan. 30-Feb. 1, Feb. 13-15, Feb. 27-Mar. 1, Mar. 6-8, Mar. 20-22 Spring Term 2009 Class Weekends: Apr. 3-5, Apr. 17-19, May 8-10, May 15-17, May 29-31, Jun. 5-7, Jun. 19-21, Jun. 26-27 (MSW only) NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 2009-2010 ACADEMIC CALENDAR, WEEKEND COLLEGE AND GRADUATE PROGRAMS (NOT INCLUDING THE PA PROGRAM AND MBA) The academic calendar is subject to change. Refer to the registrar’s Web page for updated calendar and registration information at <www.augsburg.edu/enroll/registrar>. Fall Term 2009 Class Weekends: Sept. 11-13, Sept. 25-27, Oct. 9-11, Oct. 23-25, Nov. 6-8, Nov. 20-22, Dec. 4-6, Dec. 11-13 (for programs meeting eight weeks) Winter Term 2010 Class Weekends: Jan. 8-10, Jan. 22-24, Jan. 29-31, Feb. 12-14, Feb. 26-28, Mar. 12-14, Mar. 26-28 Spring Term 2010 Class Weekends: Apr. 9-11, Apr. 23-25, May 7-9, May 21-23, Jun. 4-6, Jun. 18-20, Jun. 25-27 NOTE: For Rochester programs, reference the registrar’s Web page at <www.augsburg.edu/enroll/registrar>. 7 8 DIRECTORY Area Code 612 Access Center ................................................................................................................330-749 Academic Advising......................................................................................................330-1025 Academic Enrichment.................................................................................................330-1165 Academic Affairs .........................................................................................................330-1024 Admissions Offices Office of Undergraduate Admissions (Day College)........................................... 330-1001 Toll-free number........................................................................................1-800-788-5678 Office of Adult and Graduate Admissions ..........................................................330-1101 Augsburg for Adults....................................................................................................330-1782 Alumni Relations.........................................................................................................330-1178 Toll-free number........................................................................................1-800-260-6590 Athletics ......................................................................................................................330-1249 Campus Activities and Orientation ............................................................................330-1111 Center for Learning and Adaptive Student Services (CLASS) ...................................330-1053 Center for Service, Work, and Learning.....................................................................330-1148 Classroom Services......................................................................................................330-1219 College Pastor/Campus Ministry ................................................................................330-1732 Counseling and Health Promotion .............................................................................330-1707 Development (financial gifts to the College)..............................................................330-1613 Toll-free number........................................................................................1-800-273-0617 Enrollment Center.......................................................................................................330-1046 Toll-free number........................................................................................1-800-458-1721 Event Services .............................................................................................................330-1107 Facilities Management ................................................................................................330-1041 Financial Aid (scholarships and other aid) ................................................................330-1046 General Information (other office numbers; business hours only)............................330-1000 Fax ....... ...............................................................................................................330-1649 Graduate Studies .........................................................................................................330-1101 Human Resources........................................................................................................330-1058 Lost and Found ...........................................................................................................330-1000 Marketing and Communication..................................................................................330-1180 Parent and Family Relations .......................................................................................330-1525 President’s Office .........................................................................................................330-1212 Registrar ......................................................................................................................330-1036 Residence Life (Housing)............................................................................................330-1488 Rochester Campus ...............................................................................................507-288-2886 StepUP ........................................................................................................................330-1405 Student Affairs.............................................................................................................330-1160 Student Government...................................................................................................330-1110 Summer Session ..........................................................................................................330-1046 TRIO/Student Support Services ..................................................................................330-1311 Weekend College ........................................................................................................330-1101 Mailing address: 2211 Riverside Avenue Minneapolis, MN 55454 Website: www.augsburg.edu Introducing Augsburg College About Augsburg – 10 Augsburg for Adults Weekend College – 13 Rochester Campus – 14 Partner Hospitals Program – 14 Campus Location – 14 Facilities and Housing – 15 Associated Support Organizations – 17 Policies – 17 Accreditation and Memberships – 18 Facts and Figures – 19 10 ABOUT AUGSBURG A t Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum — designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors— or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 58 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, the College of St. Catherine, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 17 majors and five certificate programs. MISSION STATEMENT . Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and to the mission of the College: “To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community.” HISTORY . A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. About Augsburg 11 Early Leaders Establish a Direction The Focus Changed August Weenaas was Augsburg’s first president (1869-1876). This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for over 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged 12 About Augsburg with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City President Oscar A. Anderson (19631980) continued Augsburg’s emphasis on involvement with the city. He wanted to reach out to nontraditional student populations, ensuring educational opportunity for all people. During his years of leadership the College became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education, grounded in vocational calling, that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became the 11th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. AUGSBURG TODAY . Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to Augsburg’s traditional undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. For information on graduate programs, go to www.augsburg.edu. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. About Augsburg 13 In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., and offers a bachelor’s completion degree in nursing in the Twin Cities at United, Mercy, and Unity hospitals. AUGSBURG FOR ADULTS . Augsburg for Adults is focused on all adult-centered educational programs, from community seminars to graduate degrees. Adult students, who are recognized as learners from age 25 to 60-plus, have different educational needs and goals than traditional-aged students, and Augsburg for Adults assists adult learners in their educational journey, whether they take classes in the traditional weekday undergraduate program or one of the Augsburg for Adults programs listed below. For information on Augsburg’s master’s degree programs, see the Augsburg College Graduate Studies Catalog. Augsburg for Adults aims to evaluate how each program fulfills students’ needs and to bridge any gaps in providing quality education and student services. ■ WEEKEND COLLEGE Augsburg’s Weekend College (WEC) offers the same undergraduate degree as in the traditional weekday program on alternate weekends as an opportunity for adults who want to complete a baccalaureate degree, but who work or have other commitments during the week. Some classes may meet on weekday evenings. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and 17 majors, WEC is one of the largest programs of its type among Minnesota private colleges. Augsburg’s Weekend College understands that adult students are resourceful and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Most courses include a Webbased course management site. Alternate Weekend Schedule To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. Selected courses are also available on weekday evenings and are open to both Day and Weekend College students. The WEC academic year is divided into three trimesters. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community in enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library and the Christensen Center, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, and fine arts. The WEC student body elects its own leaders and a WEC Student Senate. 14 About Augsburg Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are fulltime Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold the doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. ■ ROCHESTER CAMPUS Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city. Rochester contains approximately 100,000 residents and enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule, on weekday evenings and on occasional Saturdays, making them accessible to working adults. Several complete degree programs are available through the Rochester campus. In addi- tion, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. ■ PARTNER HOSPITALS PROGRAM Also within Weekend College, Augsburg offers a bachelor’s completion degree in nursing for registered nurses at three area hospitals, making their education convenient to their workplace. Classes are taught at United Hospital in St. Paul, with videoconferencing of these classes to classrooms in Mercy Hospital in Coon Rapids and Unity Hospital in Fridley. ■ COLLEGE OF THE THIRD AGE In 1976, Augsburg initiated one of the first programs in the country that offers classes for older adults, taught in their neighborhoods at churches and senior residences. A variety of classes is offered, and many of the instructors are retired Augsburg faculty. The College of the Third Age is located at 620 21st. Ave. ■ CAMPUS LOCATION Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 170 parks in Minneapolis, the “City of Lakes.” The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to About Augsburg 15 Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. (See map on page 369.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. ■ FACILITIES AND HOUSING Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices — The Office of Undergraduate Admissions for Day College is located on the first floor of Christensen Center. The Office of Adult and Graduate Admissions for Weekend College, the Rochester Campus, the Partner Hospitals program, and Graduate Studies is located at 624 21st Ave. Anderson Hall (1993) — Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 S. 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Center for Service, Work, and Learning; and the Office of Marketing and Communication. College of the Third Age and InterRace — This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion — The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and wellbeing. The center occupies the house located at 628 21st Avenue. Christensen Center (1967) — The College center, with spacious lounges and recreational areas, dining areas, art gallery, and offices for student government and student publications. The Office of Undergraduate Admissions is located on the first floor. Edor Nelson Field — The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during the winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988) — The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974) — Two large skating areas provide practice for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. 16 About Augsburg Kennedy Center — Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997) — This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999) — Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961) — Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973) — Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. 2222 Murphy Place (1964) — Murphy Place is home to the three of the four components of the Office of International Programs: Center for Global Education, Global Studies, and International Student Advising. It is also home to the four support programs for students of color: American Indian Student Services, Pan-Afrikan Center, PanAsian Student Services, and Hispanic/Latino Student Services. Music Hall (1978) — Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900) — Home for the modern languages and art departments, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center — Dedicated in 2007 and named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substancefree student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949) — Houses classrooms; well-equipped laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955) — Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. About Augsburg 17 Sverdrup-Oftedal Memorial Hall (1938) — Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967) — Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. ■ ASSOCIATED SUPPORT ORGANIZATIONS Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction — Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. ■ POLICIES Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. 18 ■ ACCREDITATION AND MEMBERSHIPS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and M.S.W.) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association for Music Therapy, Inc. • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. AUGSBURG COLLEGE FACTS AND FIGURES ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 16 percent represent the Roman Catholic Church, and 21 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 17. Enrollment (Fall 2007)—3,872 students from 40 countries. Graduates—20,627 graduates from 1870 through August 2007. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings. Major renovations in 1979-80 with special emphasis on accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—B.A., B.S., B.M., M.A., M.B.A., M.S., M.S.W. ■ ■ ■ ■ ■ ■ ■ Financial Aid—Over 80 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and three summer school sessions. Augsburg for Adults: Three trimesters, September to June, for Weekend College, Rochester campus and most graduate programs. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 19 20 Undergraduate Admissions For Day College First-Years – 22 Early Admission of First-Years – 23 For Weekend College – 23 For Transfer Students – 23 For Former Students – 24 For Special Students – 24 (Non-Degree) For International Students – 24 22 UNDERGRADUATE ADMISSIONS A ugsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s Day College admissions staff is ready to help students and families with college planning. Call any weekday between 8:00 a.m. and 4:30 p.m.—612330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center. For Weekend College admission information, call 612-330-1101. APPLICATION PROCEDURES. ■ DAY COLLEGE FIRST-YEARS Application for Admission— Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refund- able $25 application fee. Students may apply online at <www.augsburg.edu/apply/day>. Transcripts—An official transcript from the high school is required of firstyear applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Recommendations — Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, or other person for whom the applicant works. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Undergraduate Admissions 23 Notification of Admissions Decision— Augsburg College uses a “rolling” admissions plan. The first offers of admission are made on September 1. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission— Accepted students are asked to make a $150* enrollment deposit to the Office of Undergraduate Admissions. Those students who wish to live in College housing must also submit a $200 housing deposit along with the housing contract to the Residence Life Office. *Non-refundable after May 1. Early Admission of First-years Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-time work toward a degree after completion of their junior year or first semester of their senior year of high school. Applicants must complete the normal procedures for first-year applicants and arrange a personal interview with the director of undergraduate admissions. ■ WEEKEND COLLEGE Applicants should complete the application form and return it along with the $25 non-refundable application fee to the Augsburg Adult and Graduate Admissions Office. Students may apply online at <www.augsburg.edu/apply/weekend>. Transcripts — Official transcripts from all previous postsecondary institutions should be sent directly to the Augsburg Adult and Graduate Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Additional Information — If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision — Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and major sections of this catalog to see if admission to the major is required. ■ TRANSFER STUDENTS A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after August 15 for entry in fall semester or December 15 for entry in spring semester. Information regarding transfer credit policies is found in the 24 Undergraduate Admissions Academic Information section of the catalog, beginning on page 53. ■ FORMER STUDENTS Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/United/ Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for readmission through the registrar’s office to resume attendance. Students who have attended other institution(s) during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. ■ SPECIAL STUDENTS (NON-DEGREE) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. ■ SPECIAL STUDENTS (SECOND DEGREE) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. ■ INTERNATIONAL STUDENTS International students are a vital part of the Augsburg community. (See International Student Advising on page 49.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, Dec. 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll free); e-mail <admissions@augsburg.edu>; or write to: International Student Admissions CB 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States need to obtain a foreign credential evaluation by contacting one of the services listed below. These organizations will examine transcripts and prepare a report of U.S. Undergraduate Admissions 25 course and grade equivalencies. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. Augsburg will accept evaluations performed by any of these agencies: World Education Services, Inc. Website: www.wes.org Bowling Green Station P.O. Box 5087 New York, NY 10274-5087 Phone: 212-966-6311 Fax: 212-966-6395 Educational Credential Evaluators, Inc. Website: www.ece.org P.O. Box 514070 Milwaukee, WI 53202-3470 Phone: 414-289-3400 Fax: 414-289-3411 Global Credential Evaluators, Inc. Website: www.gcevaluators.com P.O. Box 9203 College Station, TX 77842-9203 Phone: 800-517-4754 Fax: 512-528-9293 International Education Research Foundation Website: www.ierf.org P.O. Box 3665 Culver City, California 90231-3665 Phone: 310-258-9451 Fax: 310-342-7086 Foundation for International Services, Inc. Website: www.fis-web.com 14926 35th Ave West, Suite 210 Lynnwood, WA 98087 Phone: 425-487-2245 Fax: 425-487-1989 26 Financing Your Education Day College Costs Tuition and Fees – 28 Room and Board – 28 Other Special Fees – 28 Deposits – 29 Weekend College Costs – 29 Payments – 30 Financial Policies Refunds – 30 Financial Aid How and When to Apply – 32 Kinds of Aid Academic Excellence Scholarships – 33 Achievement Scholarships – 34 Leadership, Service, and Performance Scholarships – 34 Lutheran Congregational Scholarship Program – 34 Gift Assistance – 35 Loan Assistance – 35 Student Employment – 36 28 FINANCING YOUR EDUCATION A ll students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts— from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. COLLEGE COSTS 2008-2009. DAY COLLEGE. The Board of Regents has approved the costs listed below for the 2008-09 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. ■ DAY COLLEGE TUITION, FEES, ROOM, AND BOARD Tuition (full-time enrollment) ............$25,610 This rate applies to all full-time students attending in September 2008. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course..............$ 3,150 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $180 for that course. Audit Fee (for part-time students) per course................................$ 770 Full-time students—see audit policy on page 90. Room Rent (on average, includes basic services) ..................................$ 3,658 (Detailed room rates and housing options are available through the Office of Residence Life.) Full Board (19 meals a week) ..................$ 3,503 Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Partial board (14 meals a week) ..................$ 3,414 Flex 5 point plan ....................$ 3,120 Student Activity Fee................$ 180 ACTC Bus (full-time students only) ..$ 13 Information Technology Fee ..$ 300 ■ OTHER SPECIAL FEES (NON-REFUNDABLE) Fees Billed on Student Account Student Activity Fee (part-time students) ....................................$ 90 Late Registration ..............................$ 200 Petition fee for waiver of registration deadlines (non-refundable) .......$ 50 Lifetime Sport (part-time students) ...................$ 180 Financial Information 29 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) ..................................$3,150 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) ......$390 (14 lessons—.5 cr.) ......................$780 Student Teaching (per course for full-time students) ..................$125 Student Teaching (per course for part-time students) .................$185 Study Abroad (in approved non-Augsburg programs) .............$425 Zero-credit seminar (part-time students) .......................................$770 Fees Payable by Check/Cash Application (new and/or special students) ........................$ 25 Locker Rental ....................................$ 40 Student Parking Lot Permit —car ...........................................$220 —motorcycle ..............................$ 110 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) ■ BOOKS AND SUPPLIES These costs are estimated to average $125 per course. ■ DEPOSITS Enrollment Deposit (non-refundable) ....................$ 150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be for- feited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit ......$ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. COLLEGE COSTS 2008-2009 . WEEKEND COLLEGE . Application Fee (payable once, non-refundable) .........................$ 35 Tuition (per course credit) ...............$1,625 Tuition (per summer course 2008) ..$1,570 Activity Fee (per trimester) .............$11.50 Campus Access Fee (includes parking permit; per trimester) ...$ 10 Audit Fee (per course) .....................$ 770 Lifetime Sports: Fee for Weekend College Course ...........................$ 180 Lifetime Sports: Fee for Assessment of Previous Learning ..................$ 150 Nursing Clinical Fee ........................$ 250 Supplementary Student Teaching Fee (per course credit) ..............$ 150 Late Registration Fee ........................$ 200 Transcript Fee Regular service............................$5 Next day......................................$8 On demand .................................$ 15 Petition Fee for waiver of registration deadlines (non-refundable) .......$ 50 Zero-credit seminar ...........................$ 770 Extended Payment Plan Fee .............$ 50 30 Financial Information ■ PAYMENTS—DAY COLLEGE Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Enrollment Center is sent to the student. Payment Options—Day Program— Augburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. ■ PAYMENTS—WEEKEND COLLEGE A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the current Weekend College Class Schedule, published each year by the Weekend College Program Office. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/account) FINANCIAL POLICIES. A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. ■ REFUNDS Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available in the Enrollment Center. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract Financial Information 31 and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. • The Augsburg College Refund Policy for Day, Weekend, Rochester, Partner Hospitals, and Graduate Studies. The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 50% remaining Refund equals the percentage of term remaining 49% or less remaining No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund check will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available in the Enrollment Center. ■ MEDICAL REFUND If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. ■ UNOFFICIAL WITHDRAWAL Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available in the Enrollment Center. 32 Financial Information A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of nonattendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. FINANCIAL AID. All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage <www.augsburg.edu/enroll/finaid/standards.html>. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2007-2008 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and Augsburg Verification Worksheet help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. ■ HOW TO APPLY The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically on the Web at <www.fafsa.ed.gov>. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at <www.fafsa.ed.gov>. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after Jan. 1. Applications must be filed by April 15 for priority consideration. 3. Complete the current year Verification Worksheet, available at <www.augsburg.edu/enroll>, and submit it to the Enrollment Center. Financial Information 33 4. Submit copies of federal tax forms for the preceding year (e.g. tax year 2007 to be considered for financial aid for 20082009). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. ■ WHAT HAPPENS NEXT? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships ■ KINDS OF AID President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application deadline is February 1. A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. Phi Theta Kappa Scholarship— These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is March 1. Call Undergraduate Admissions for information, 612-330-1001. • federal and private loan programs (students must complete a loan application to receive loan funds), and • payment plans/options for the current school year. 34 Financial Information Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or Dec. 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship— Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or Dec. 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to fulltime day students working toward their first bachelor’s degree who are children of Augsburg graduates; siblings of current Augsburg students; children or spouses of current ELCA pastors. Deadline: May 1 for fall or Dec. 1 for spring. Science Scholarship—These scholarships are awarded to incoming first-years majoring in chemistry or physics at Augsburg who are in the top 30 percent of their high school class and have a 3.00 GPA or better. Deadline: Accepted for admission by May 1. ACAP Scholarship—Awarded to incoming first-years students who have participated in a college preparatory program such as Upward Bound or Big Brothers/Big Sisters. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships — Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is April 15. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The deadline is February 1 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship — Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, St. Paul Synod, S.E. Metro Synod or N.E. Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. Financial Information 35 PRIME Scholarship — Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Verification of award must be submitted to the Enrollment Center by August 1. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Gift Assistance (Need-Based) Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2008-09 is $4,731. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Loan Assistance Federal Stafford Student Loan Subsidized and Unsubsidized Stafford Loan funds are obtained directly from a lender or state agency in states that provide such programs. Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2008, is a fixed rate of 6.0% and 6.8% , respectively. 36 Financial Information The following borrowing limits apply to the Stafford Loan program after July 1, 2008: • First-years: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $8,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $10,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $46,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement, the interest rate is a fixed rate of 8.5% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Enrollment Center website. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Campus Ministry – 38 Vocation – 38 Student Government – 38 Orientation and Campus Activities – 39 Student Center – 40 Fine Arts – 40 Anne Pederson Women’s Resource Center – 40 Athletics and Sports – 41 Gage Center for Academic Achievement – 41 Academic Advising – 41 Center for Learning and Adaptive Student Services (CLASS) – 42 Academic Skills Office – 42 TRIO Programs – 43 TRIO/Student Support Services – 43 McNair Scholars Program – 43 Office of Undergraduate Research and Graduate Opportunity (URGO) – 44 Services for Students with Physical Disabilities – 44 ACCESS Center – 44 StepUP® Program – 45 Ethnic Student Services – 46 American Indian – 46 Hispanic/Latino – 47 Pan-Asian – 47 Pan-Afrikan – 47 Scholastic Connections – 47 LGBTQIA – 47 Health and Fitness – 48 International Student Advising – 49 Residence Life Program – 49 Housing – 50 Food Service – 51 College Policies – 51 Student Standards of Behavior, Complaints, Records – 51 Official Notices – 51 Family Educational Rights and Privacy Act – 52 Discrimination Complaints – 52 38 STUDENT LIFE A ugsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. CAMPUS MINISTRY . As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. VOCATION . Augsburg College created a program entitled Exploring Our Gifts through the generous support of the Lilly Endowment. Established in Spring 2002, the Exploring Our Gifts program is designed to help students in their college journey to make connections between faith, vocation, and work. The program assists students in this journey by intentionally introducing vocational themes into the curriculum, co-curricular activities, service-learning experiences, and mentoring relationships at the College. Exploring Our Gifts also provides resources to encourage students to consider Christian ministry. Contact the director of Exploring Our Gifts for further information about the program. STUDENT GOVERNMENT . The members of the Augsburg student body, in order to further the educational goals and general welfare of the college community, developed their own governing system. Their purpose is to establish and provide guidelines for two studentelected organizations to represent the Day Student Body and the Weekend College (WEC) Student Body. These organizations are to support and advocate for student concerns, needs, and activities. They serve Student Life 39 as the primary voice and liaison between students and the administration, faculty, and staff of Augsburg. These groups collectively oversee the use and administration of the student activities fee. To aid in this work they have established an executive board and several student leadership committees. Additionally, in collaboration with the campus activities and orientation department, they oversee the management of all campus student organizations. ORIENTATION AND. CAMPUS ACTIVITIES . ■ ORIENTATION PROGRAMS The campus activities and orientation department staff understand what important transitions our students are making, whether transitioning from high school to college or from another college to Augsburg. Both experiences introduce their own challenges and excitement. A specialized orientation program for new and transfer day program students has been developed with this in mind. The goal is to create a seamless and successful academic and social transition into the Augsburg community, while encouraging our community members to become engaged, connected, and reflective learners. SOAR, our first year orientation program, is built on a peer mentoring philosophy which helps students establish connections with a returning student. SOAR is a fun experience that helps students learn more about Augsburg’s beautiful urban campus and community, its excellent academic programs, and the outstanding resources that make being an Auggie so rewarding and Augsburg such a great place to study. The orientation program for transfer students is offered at the beginning of each semester. TRANSFER-mation is designed to address different areas students will experience in their transition to Augsburg. Many transfer students are concerned about connecting and establishing their social base, so activities have been designed to assist with developing social relationships. ■ AUGGIE DAYS The focus of Auggie Days is to help students develop an awareness of self, self in the community, and self in the world, in addition to the more tangible needs of acclimating to life at Augsburg. Starting with move-in day and lasting for nine full days, this fall transition program is designed to help one get to know Augsburg, the city, the neighborhood, classmates, the faculty, the staff ... and for campus activities staff to get to know the students! Activities include speakers and discussion, concerts, small group meetings with faculty, art exhibitions, festivals and fairs by on-campus organizations, chances to get to know other Auggies, athletic events, games, food and fun, and other events through the whole week. It is a time when the whole community celebrates the arrival of new students as well as the return of all students. ■ CAMPUS ACTIVITIES The mission for campus activities programming is to support individual identity and enhance social and communal development. We strive to create an environment that allows students to connect, engage, and invest in the Augsburg experience and to recognize the benefits associated with student engagement outside of the classroom. The department works to sup- 40 Student Life plement the liberal arts instruction of the College through transitional programs for new students as well as through leadership education and student involvement. The campus activities department empowers students to learn and experience leadership and become investors in the institution, while acknowledging the value of faith, urban life, relationships, and citizenship as fundamental components. This understanding recognizes that we are a community of leaders and global citizens in a world that is constantly changing. STUDENT CENTER . Christensen Center, our student center, represents the community center of the campus environment, serving students, faculty, staff, alumni and guests. Through a variety of programs, activities, services, and facilities that collectively characterize a well-considered plan for the community life of the college, the student center acts as an integral part of the educational mission of the institution. Traditionally considered the living room of the campus, our student center serves and symbolizes the essences of our community, physically representing as the gathering place of our community: the community hearth. It serves our diverse populations of residential, commuter, Weekend College, and graduate students alike and represents the merging of curricular and co-curricular. The Christensen Center also houses several student services, such as the Office of Undergraduate Admissions, the Department of Campus Activities and Orientation, Event Services, the Copy Center, Shipping and Receiving, Information Desk, Food Service, Mail Services, and Cooper’s (our very own Starbucks coffee lounge.) The student activities center, called the Auggie’s Nest, is located on the first floor of the Christensen Center. Augsburg Day and Weekend College (WEC) Student Senates, Echo, and KAUG, as well as other student organizations, have office or work space in this area. The Auggie’s Nest serves as a hub for student activities. Throughout the year, the center is home for a variety of social and cultural activities that take place on campus. The surrounding community is vibrant with events, fairs, and community gatherings. These activities include dances, films, theatre, theme events, cultural community fairs, speakers, and visiting personalities in various fields. Students are encouraged to engage in Minneapolis for both personal and academic growth. ■ FINE ARTS Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. ■ ANNE PEDERSON WOMEN’S RESOURCE CENTER The Anne Pederson Women’s Resource Center at Augsburg College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library (including current magazines), a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging Student Life 41 out. The Women’s Resource Center sponsors numerous programs and activities, and provides a safe place on campus for discussions, explorations and women’s advocacy. The resource center is located in 207 Sverdrup Hall. ATHLETICS AND SPORTS ■ INTERCOLLEGIATE ATHLETICS Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. ■ INTRAMURALS Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. ■ SPORTS AND RECREATION At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 49.) GAGE CENTER FOR ACADEMIC. ACHIEVEMENT. The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Center consists of five collaborating units: Academic Advising Center for Learning and Adaptive Student Services (CLASS) Academic Skills Office TRIO/Student Support Services and McNair Undergraduate Research and Graduate Opportunity (URGO) ■ ACADEMIC ADVISING Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entry-level skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser by filling out a Major Declaration Form and returning it to the Enrollment Center. All Day students are required to meet with their assigned faculty adviser each term prior to registration. Both Day and weekend college students are 42 Student Life encouraged to meet with their faculty adviser as often as is necessary. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. ■ ACADEMIC SKILLS OFFICE The office is staffed by academic skills coaches who offer: • comprehensive academic support on a variety of topics, such as time management, note taking, motivation, procrastination, college reading, and strategies for improving testing • the Conditional Admit Program (CAP) to assist under-prepared students with the transition into college • support and advocacy for students on academic probation • free tutoring and/or supplemental instruction for most classes Student Life 43 ■ TRIO PROGRAMS TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services— Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a baccalaureate degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students, Day program and Weekend College Students. TRIO/SSS typically admits 35 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: •Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building •Academic program planning, including pre-registration for each term, major and career decision-making, and long-term course planning •Financial aid counseling and education •Academic progress monitoring, weekly progress meetings for students on academic probation •Academic success workshops, group academic skill development •Student leadership development and opportunities for conference travel •Social and cultural activities and student-led events •Five week residential Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 25 incoming first-year students •Need-based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College, however preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS adviser, please contact TRIO/SSS program staff at 612-330-1311, or Science 152. McNair Scholars Program — The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. Students eligible to become McNair Scholars are sophomore, junior, or senior undergraduate currently enrolled full-time (or will be enrolled full-time) at Augsburg who exhibit strong academic potential and 44 Student Life an interest in pursuing doctoral studies. Students must be a first-generation college student (neither parents graduated from a four-year college) who is low-income OR a member of a group underrepresented in graduate study — African American, American Indian, Alaskan Native, or Hispanic/ Latino. The Augsburg McNair program serves 25 students per year. The major component of the Augsburg McNair Scholars Program is a summer research experience. McNair Scholars will conduct original research in collaboration with a faculty mentor, and have opportunities to publish and present their work at a professional conference. For this work, Scholars receive a $4,000 stipend and acquire the research tools needed for graduate study. Students will also be a part of: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition-free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community ■ OFFICE OF UNDERGRADUATE RESEARCH AND GRADUATE OPPORTUNITY (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for lowincome and first-generation college students and their mentors. SERVICES FOR STUDENTS WITH. DISABILITIES. ■ ACCESS CENTER The Access Center provides support and specialized services to students with documented physical disabilities. These may include mobility impairments, Traumatic Brain Injury, vision, hearing, and speech or other health impairments that may affect the ability to function in a college setting. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist Student Life 45 • Determination of academic accommodations for classroom and testing needs • Assistance with time management and study skills • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other non-academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. ■ CENTER FOR LEARNING AND ADAPTIVE STUDENT SERVICES (Supports students with learning, attentional, psychiatric and other cognitive disabilities. See listing on page 42.) ■ TRIO/STUDENT SUPPORT SERVICES (Students with disabilities may be eligible to apply for TRIO/SSS. See listing on page 43.) STEPUP® PROGRAM. The StepUP Program at Augsburg College is for students in recovery from addiction to alcohol and other drugs who wish to pursue a college education. StepUP’s comprehensive approach supports students in both their recovery and academic studies. StepUP students live in separate chemical-free housing, have individual support meetings with a licensed alcohol and drug counselor, and participate in extracurricular team and community building activities. In addition, students have access to academic skills specialists and other services in student service departments on campus. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, and agree to abide by the StepUP contract and live in StepUP housing. The StepUP Program fosters academic success and encourages the discovery of positive relationships. Students are challenged to take responsibility for themselves and their decisions while maintaining a healthy respect for the disease of chemical dependency. Participation in the program offers students leadership opportunities both on and off campus. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP Program will last a lifetime. 46 Student Life ETHNIC STUDENT SERVICES. ■ AMERICAN INDIAN STUDENT SERVICES The American Indian Student Services Program was established in 1978 to recruit and retain Indian students. Its mission is to provide a cultural context for American Indian students that encourages and promotes personal and academic growth and teaches students to successfully navigate Augsburg’s policies, procedures and expectations. The program • Assists with application process • Helps students secure financial aid • Nurtures students’ identification as an American Indian • Provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about American Indian culture • Provides academic advising and assists in the development of individual education plans Minnesota Indian Teacher Training Partnership: MNITTP is a cooperative effort between Augsburg College and the Minneapolis and St. Paul public school districts, intended to increase the number of American Indian teachers in these districts. Funded by the Minnesota State Legislature in 1990, this project is designed as a special grant and loan forgiveness program. Students who are awarded state teaching licensure may then apply for loan forgiveness. For each year the student teaches, one-fifth of the loan will be forgiven. ■ HISPANIC/LATINO STUDENT SERVICES The Hispanic/Latino Student Services Program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises the Latino Student Association and supports academic, social, and cultural events, as well as other activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. ■ PAN-ASIAN STUDENT SERVICES The Pan-Asian Student Services Program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Student Life 47 ■ PAN-AFRIKAN STUDENT SERVICES The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. ■ SCHOLASTIC CONNECTIONS Scholastic Connections is a scholarship and mentorship program for achievementoriented students of color who are continuing Augsburg students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges and inspires Scholars to ensure their success at Augsburg College and beyond. Each year five new Scholars are selected as program participants via an application process. Scholars receive a $5000 scholar- ship and are paired with a Mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services Directors we form Scholar/Mentor pairings that match ethnic group and field of interest. Eligible Scholars: • Demonstrate leadership ability • Have a GPA of 2.5 or higher • Have demonstrated financial need • Could benefit from a mentor Program objectives are to: • Support Scholars as they continue at Augsburg • Frame the Big Questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA SUPPORT SERVICES. The LGBTQIA (Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual) Support Services is housed within the Department of Campus Activities and Orientation, with a mission to create an environment that gives space and time to voices, which have been historically unheard. The aim is to establish a sense of community, advocacy, and support for LGBTQIA-identified individuals as well as an atmosphere of education and growth for the entire Augsburg community in regards to gender identity/expression and sexual orientation. It is the philosophy of LGBTQIA Support Services to provide assistance and education for the LGBTQIA-identified individuals as a first priority. The second 48 Student Life priority is to educate and support members of the Augsburg community who view themselves as allies. LGBTQIA Support Services also plans programs and events throughout the course of the year for social as well as educational purposes, including Safe Space Training and LGBT History Month Celebration events. Staff collaborate with the Enrollment Center to offer the Karen Neitge Scholarship. For more information, go to www.augsburg.edu/campusactivities HEALTH AND FITNESS. ■ CENTER FOR COUNSELING AND HEALTH PROMOTION Counseling Personal counseling provides a supportive environment where students have many opportunities to gain self-awareness through personal exploration with the assistance of licensed psychologists. Services include individual counseling, assessment and referral, workshops, consultation, and outreach. Students may discuss personal issues such as stress, depression, anxiety, roommate problems, intimacy and sexuality, drug use, motivation, transitions, family issues, self-image, difficult decisions, eating concerns, grief and loss, or other issues with the psychologist. Professional counseling can make a substantial contribution to the educational experiences of the student by providing the opportunity for increased self-understanding and personal growth. Health Promotion Health Promotion offers a wide spectrum of activities and events that increase awareness of health issues and assist students in adapting new behaviors for a healthier lifestyle. Health Promotion also works with various campus agencies to foster positive change within the campus environment. ■ HEALTH INSURANCE Augsburg College does not require that students have health insurance, with the exception of international students and students who participate in intercollegiate athletics. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for information on obtaining student health insurance through college affiliated agencies. ■ HEALTH CLINIC SERVICES The College offers basic health care services to students through a contract with UFP – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance or health clinic services, call 612-330-1707 or visit <www.augsburg.edu/cchp>. Student Life 49 AUGSBURG COLLEGE SUPPORTS HEALTHY LEARNERS IN A HEALTHY LEARNING ENVIRONMENT! cation theory to explore their adjustment to a new culture and education system. Located on the lower level of the Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction between them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. INTERNATIONAL STUDENT ADVISING . (ISA) . (Also see Study Opportunities Abroad on page 65 and Student Teaching Abroad on page 65.) ■ FITNESS CENTERS ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: •Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program •General advocacy for international students •Advising the International Student Organization •Facilitating intercultural skill building sessions for students, faculty, and staff •Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communi- RESIDENCE LIFE PROGRAM. Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence life staff are on hand to help students become acquainted with life at Augsburg through social and educational events. They are also ready to assist students who need help or friendship. Living on campus offers many opportunities for learning, fun, and leadership. 50 Student Life Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge and study, 24-hour security, laundry facilities, and vending machines. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and Internet access. A skyway connecting the lobby of Urness and Mortensen Hall to Christensen Center keeps students out of the weather on the way to class. In order to secure housing, students are urged to make their enrollment deposit by May 1, as well as submit a housing deposit and contract to reserve a space. For those making enrollment deposits after May 1, housing is determined on a space available basis. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—Home to new Auggies and upper-class Resident Advisers, this nine-story high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Some single rooms may be available. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for juniors and seniors who are seeking a primarily independent lifestyle. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP community and upper-class students committed to an alcohol and drug free environment. Flats/condos, apartments, and studios are furnished. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs include Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, PreProfessional Health Association, and the Cross-Cultural House. Student Life 51 ■ FOOD SERVICE Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Cooper’s Coffee Shop—On the main level of Christensen Center, Cooper’s Coffee Shop sells coffee, smoothies, sandwiches, and snacks. Murphy’s Grill—Located on the ground floor of the Christensen Center, Murphy’s features grill items, pizza, soups, sandwiches, salads, desserts, and beverages. Nabo — This eatery is located in the Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. COLLEGE POLICIES. ■ STUDENT STANDARDS OF BEHAVIOR, COMPLAINTS, RECORDS The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at <www.augsburg.edu/studentguide>. ■ OFFICIAL NOTICES Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on AugNet. 52 Student Life ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 95 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. ■ DISCRIMINATION COMPLAINTS For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action (for matters based on race, creed, national, or ethnic origin) Section 504 (for matters based on physical or mental handicap) Title IX (for matters based on gender or marital status) Employment All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information General Information – 54 Degrees Offered – 54 Academic Calendar – 54 Faculty – 55 Library and Information Technology Services – 55 Academic Organization and Programs – 56 Divisions and Departments – 56 Majors and Minors – 56 Teaching Licensure – 60 Pre-Professional Programs – 60 Honors Program – 62 Inter-Institutional Programs – 62 Augsburg Abroad – 63 Center for Service, Work, and Learning – 68 Graduate Programs – 70 Other Programs – 72 Academic Policies and Procedures – 73 Registration – 73 Crossover Registration – 74 Withdrawal from College – 75 Student Standing Committee Petition Process – 76 Transfer Credit – 77 Graduation Requirements – 79 Graduation Requirements – 79 Augsburg Signature Curriculum – 81 Quick Check Summary of Graduation Requirements – 82 Liberal Arts Foundation – 85 Skills Requirements – 86 Evaluation and Grading – 88 Explanation of Grades – 88 Assessment of Previous Learning Program – 91 English Language Learners – 92 Academic Progress, Probation and Dismissal – 93 Dean’s List – 93 Latin Honors – 94 Commencement – 94 Enrollment/Degree Verification – 95 FERPA – 95 54 ACADEMIC INFORMATION A ugsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from over 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. ■ DEGREES OFFERED Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), and the master of social work degrees. ■ ACADEMIC CALENDAR The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for 3-1/2 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 7-8 class sessions each trimester with each class meeting for 3-1/2 to 4 hours. Students may take one to four classes each term.** **(See Registration on pages 73-75 and Calendars on pages 4-7) Courses and majors offered through Weekend College and the Rochester campus are the same as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Academic Information 55 Augsburg offers three summer school sessions, including a summer online option. The summer session schedule is available in the winter of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs on page 70.) ■ FACULTY The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every first-year is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. ■ LIBRARY AND INFORMATION TECHNOLOGY SERVICES The James G. Lindell Family Library opened in 1997. The four-level, 73,000square-foot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and stu- dent computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to the new Oren Gateway Building as well as to Sverdrup Hall, which houses the Enrollment Center, additional computer labs and multimedia classrooms, a lounge, and a vending area. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit the Student Technology website <www.augsburg.edu/techdesk> for more on IT at Augsburg. 56 Academic Information Computing Students have access to over 250 oncampus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technologyenhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network from dormitory rooms or on 80% of the campus using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Web to students on and off-campus. ACADEMIC ORGANIZATION AND. PROGRAMS . ■ DIVISIONS AND DEPARTMENTS The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities— American Indian studies, art, communication studies, English, history, modern languages, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences— Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, social work. ■ MAJORS AND MINORS Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. The College requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the Academic Information 57 term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess BOTH the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Center for Service, Work, and Learning for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the course work up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the Dean’s Office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. 58 Academic Information Listings that are shaded are offered through both the day program and Weekend College. Weekend/Rochester/ Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. MAJORS AND AREAS OF EMPHASIS. Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies Art Art History Studio Art Biology (B.A. or B.S.) Life Sciences (B.A.) Business Administration Economics/Business Administration International Business Management Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Mass Communication Organizational Communication Professional Communication Human Relations Marketing Communications Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English Creative Writing Literature, Language, and Theory Media Writing Environmental Studies Film Finance Health Education (B.A. or B.S.) Health Fitness History International Relations International Business Languages and Cross-cultural Studies 1 French German Norwegian Spanish Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) Music Education (B.M.) Music Performance (B.M.) Academic Information 59 Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Weekend College only) Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion Youth and Family Ministry Social Work (B.S.) Sociology Community Studies Crime and Deviance Organizational Studies Social Psychology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies1 MINORS. Accounting American Indian Studies Art Architecture Art History Studio Art Biology Business Administration Chemistry Communication Computer Science Economics English Environmental Studies Film Health Education History International Business International Relations Languages and Cross-cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Middle East Studies 1 Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced courses not available at consortium colleges in Arabic, Chinese, Hebrew, Japanese, Russian, and other infrequently taught languages. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 60 Academic Information ACTC Majors—It is possible for fulltime day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may have a competitive application process with acceptance determined by the major department. music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. ■ OTHER STUDY PROGRAMS Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary/middle school education with subject area specialties in one of the following: mathematics, science, communication arts/literature, social studies. This is a K-8 license for teaching at the elementary level and at the middle school level in the specialty area. Students seeking this license obtain an elementary education major with a subject area specialty. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Finally, specialist licenses are available in art (K-12), vocal music and instrumental K-12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration. Certificates are available to non-degree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who Academic Information 61 want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements on pages 179-180. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—A major in chemistry and biology is not required to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered for application and consult early and frequently with a pre-health science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, PrePhysician Assistant, and Pre-Physical Therapy—Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Exploring Our Gifts office (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. 62 Academic Information ■ HONORS PROGRAM The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program director, e-mail address honors@augsburg.edu. ■ INTER-INSTITUTIONAL PROGRAMS Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Scandinavia, Europe, Bangladesh, South and Central America, and the Twin Cities. (See HECUA programs on page 65.) Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under Academic Information 63 an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. Naval ROTC—Augsburg students may participate in the Naval ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. For more information, contact the Office of the Registrar. ■ AUGSBURG ABROAD Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Study abroad program selection advising • Students can study abroad at any point in their academic career. • Financial and academic advising for study abroad Semester and Summer Programs • Registration and billing for study abroad • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • Pre-departure and re-entry support (application, orientation, etc.) • You must take a full load of credits while abroad on semester programs. • Faculty-led, short-term program coordination • You must take courses A-F while abroad. About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. • Grades received on affiliated and nonAugsburg programs will be reported on your transcript, but not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permis- 64 Academic Information sion prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. program. The student is responsible for all non-recoverable program costs incurred. • Overload Fee Exemption for Facultyled January programs: January faculty-led programs are placed within the spring semester. However, you will not be billed an overload fee if you take 4.0 or 4.5 credits in the spring. The overload fee is the only policy affected; a student taking minimal credits in the spring can use it as a spring course in order to be considered part-time or full-time. Augsburg Abroad manages the advising and administrative processes so students will also need to meet the eligibility requirements of, and apply to, a program provider (as outlined in the Study Abroad Programs section). Additionally, students who have applied to the Augsburg Abroad office, for any program, must email their intent to withdraw if they choose not to continue with study abroad. Failure to e-mail may result in fees owed by the student. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course and similarly for day students doing a study abroad program placed in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Sophomore, junior or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the • Not have an outstanding balance on your student account. Application deadlines for semester programs are October 1 for spring semester study abroad and March 1 for fall semester study abroad. Program provider deadlines will vary; students need to meet all deadlines set by program providers. Students should start planning in first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are responsible for disclosing their disability and requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with CLASS and ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid Study abroad is based on program fees which is a package of costs that generally includes tuition, housing, international health insurance, some meals, excursions, and study abroad fees however this varies from program to program. Augsburg College pays the program provider on the students’ behalf and then bills the Academic Information 65 Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Cost estimates for the time abroad are drawn up to assist the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately once they choose not to continue with their study abroad experience. At the moment of notification non-recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 60 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg-affiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico) — Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; and learn first hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar 66 Academic Information in El Salvador. Students stay in guest houses while traveling, spend approximately six weeks in Augsburg housing, and four to six weeks living with Mexican host families. Prerequisite: one college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico) — Fall apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua) — Fall or Spring Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia) — Fall or Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico) — Spring Academic Information 67 sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico) — Spring tural factors on the human community. HECUA programs emphasize intense language experience, internships, and field study. For more information on international HECUA programs, see the listings under International Studies; and for non-international programs, see Metro-Urban Studies under Interdisciplinary Studies. This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. Scandinavian Urban Studies Term: Norway—Fall International Partners Community Internships in Latin America: Ecuador—Fall and Spring International Partners offers a broad range of learning opportunities in Norway, Finland, and Germany. Students can choose from several options: group programs, “tailor-made” individual study programs, and practical professional experiences. Program length varies from one month to one year. All course work is in English. Some travel scholarships are available. For further information contact the International Partners office. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, Europe, Ecuador, Ireland, Bangladesh, and the Twin Cities. All programs emphasize the impact of civic engagement, social change, and cross-cul- This interdisciplinary program focuses on contemporary Scandinavian society, culture, language, and the development of cities, urban problem solving, and urban life. Local, regional, and international field study and site visits in other countries, including the former Soviet Union, will provide comparative perspectives on welfare states and global politics. Application deadline: April 1. This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process and increase language skills. Students study philosophical and ideological perspectives of a variety of community agencies or groups working with or for low-income and other disenfranchised populations in Latin America. Northern Ireland: Democracy and Social Change — Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students 68 Academic Information get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through Minnesota State UniversityMoorhead or the University of MinnesotaMorris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact Augsburg Abroad for the most current list of programs. ■ THE CENTER FOR SERVICE, WORK, AND LEARNING The Center for Service, Work, and Learning is a comprehensive resource center incorporating an experiential educational focus emphasizing the importance and value for all students to engage in service- and work-based learning experiences and the exploration of personal and professional vocation throughout their college years. The center encourages students to take advantage of Augsburg’s metropolitan location through the highly successful service-learning, Campus Kitchen, internship, and career planning programs that link the College’s academic programs to community organizations and businesses. Service- and work-based experiential education opportunities are closely related to students’ coursework, majors, and/or career interests. Learning opportunities may be in non-profit organizations, churches, schools, government agencies, community-based organizations, small and mid-size companies, and large corporations. The underlying assumption is that a liberal arts education is an effective preparation for careers and citizenship. The integration of “knowing and doing” adds breadth and depth to the liberal arts curriculum and assists students in making more informed academic, personal, and career decisions. The Center for Service, Work, and Learning includes the following programs: Community Service-Learning Augsburg’s Community ServiceLearning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement. A key component of community service-learning includes reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. Through connecting classroom content with service, Augsburg students learn from and about the organizations where they serve and deepen their understanding of course knowledge. This dynamic and interactive educational approach employs reciprocal learning between the students and the community. Community service-learning examples include tutoring at schools and literacy centers; volunteering at homeless shelters, Habitat for Humanity, and community centers; or working with cultural and environmental groups. Academic Information 69 The service-learning program also works closely with the student-directed Augsburg LINK and campus ministry. Campus Kitchen at Augsburg The Campus Kitchen at Augsburg College (CKAC) is a unique student led program that brings together Augsburg student, faculty and staff volunteers, the campus food service, local food banks, and neighborhood community organizations to utilize surplus food to meet hunger and nutritional needs in our neighborhood. CKAC volunteers coordinate food donations, prepare and deliver free meals to area community partners, and teach nutrition education to local youth. Key program goals are to provide leadership development and service learning opportunities for Augsburg students, encourage deeper understanding of hunger issues, and foster a long-lasting commitment to service and active citizenship. Affiliated with the Campus Kitchens Project, a non-profit organization in Washington, D.C., this program is one of only 12 in the nation. ■ INTERNSHIPS Academic Credit An academic internship is a carefully planned, service- or work-based learning experience where a student focuses on specific academic and individual learning objectives. Academic credit is received for the learning derived from the experience. A learning agreement plan, negotiated with a faculty supervisor and work supervisor, outlines the internship objectives, strategies, and evaluation methods. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Internships can be registered for 1 course credit or .5 course credit. Internships are available in all majors and can be taken during a semester (or Weekend College trimester), or summer sessions. Inter-disciplinary internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 88. A maximum of four courses of internship may count toward the total courses required for the degree. Transcript Notation Non-credit internships related to a student’s major or career objective can be registered for a zero-credit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/or full-time in the summer and can begin and end anytime. Students must register for the non-credit transcript notation, set learning goals and evaluate their experience. The director of the Center for Service, Work, and Learning supervises transcript notation work experiences. Academic internships and internships for zero-credit may be used to fulfill the Augsburg Experience graduation requirement. Career Services Career Services is committed to providing opportunities and programs to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, career staff provide career related assessments, one-onone career planning, and coaching. Staff 70 Academic Information also assist with choosing majors, locating internships, preparing for job searches, graduate school applications, and making connections to community, business, and alumni resources. ■ GRADUATE PROGRAMS Augsburg College offers six graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of MAL coursework and graduate level education coursework (total of nine courses). Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement licensure at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Adult and Graduate Admissions office. For further information about the programs, contact the Education Department or the admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary pro- gram directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a B.A. in Accounting and an M.A. in Leadership. See the Accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web-enhanced pedagogies are used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala, Namibia, Pine Ridge, S.Dak., and/or Europe. The Master of Arts in Nursing Program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Academic Information 71 The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive Management Consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: family practice or program development, policy, and administration. Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The family practice concentration prepares students to work with families and individuals within families, across the full range of contemporary social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. A dual degree (Master of Social Work and Master of Arts in Theology) is also available and is offered in collaboration with Luther Seminary. The dual degree is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. 72 Academic Information ■ OTHER PROGRAMS Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, the Center for Leadership Studies, Education, Nursing, Religion, Social Work, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. College of the Third Age Augsburg College demonstrates its commitment to lifelong learning through its College of the Third Age. For more than 25 years this program has brought classes in the liberal arts and the humanities to mature learners in the Twin Cities metropolitan community. Approximately 50 retired professors are available to teach one class or a series of classes at churches, synagogues, community centers, or senior residences. The current catalog lists over 200 classes available for group study only. To obtain further information about the program or to request a catalog, call 612330-1139. To ask questions or to schedule a program, call the program director at the above number. Academic Information 73 ACADEMIC POLICIES AND. PROCEDURES. ■ REGISTRATION A student must be registered for a course to receive credit for it. Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits; cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Please note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s Web page. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. Afer initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Combined Academic Calendars” at <www.augsburg.edu/enroll/ registrar>. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or with- 74 Academic Information draw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home program. Crossover registration Academic Information 75 begins only after the open Web registration period closes for both programs. A schedule is published on the registrar’s office Web page. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT crossover to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint B.A. Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Registration All day students are required to meet with their academic adviser prior to registration. Incoming first-years and transfer students may register during summer for courses in the fall. All currently enrolled day students may register during the fall for the spring term and during the spring for the fall term. Weekend College and Rochester campus students may register during the designated time prior to the start of each term. The primary method of registration will be via the Web through AugNet during the open registration period. Please reference the academic calendar on AugNet for specific dates. Day students will be able to register only after meeting with their faculty adviser. The Enrollment Center is also available to process registration forms. Note: Web registration may not recognize prerequisites fulfilled by transfer work. In these cases, please process your registration at the Enrollment Center. When the open registration period ends, returning students registering for the first time for the coming term will be assessed a late registration fee. The Enrollment Center will process all registration forms after the Web closes. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s Web page. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must re-admit to the College when they are ready to resume their studies. The Application for Readmission form is available from the 76 Academic Information Enrollment Center or can be downloaded from the registrar’s Web page. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100% refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the Dean’s Office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation. The committee typically meets every other week throughout the school year Academic Information 77 (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage: <www.augsburg.edu/ enroll/registrar>. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/ Enrollment Center, include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (B.A., B.M., B.S.) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a B.A. in computer science and a B.S. in computer science, but may earn a B.S. in computer science and a B.A. in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcripts. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Augsburg does not grant credit for developmental courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quar- 78 Academic Information ter hours are converted to Augsburg course credits by dividing by four or six respectively. • The Augsburg Core Curriculum will be adjusted so students need only to complete the following: Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from twoyear institutions toward the minimum number of course credits required for a baccalaureate degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. • REL 300 Bible, Christian Theology, and Vocation Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Students transferring from the Minnesota State Colleges and Universities system who have completed the Minnesota Transfer Curriculum, have earned the Associate of Arts degree from MnSCU, and have a 2.50 cumulative GPA (on a 4.0 scale) from the degree-granting institution will be given transfer status as outlined below: • Students will be granted 16 Augsburg course credits in transfer from two-year institutions. This will assure admission with junior standing. No additional credits will be accepted from two-year institutions. • One Augsburg Experience • Senior Keystone Course • Modern Language requirement (0-2 courses, depending on initial assessment) • Math Placement Group 3 (or MAT 105) • HPE 001 Foundations of Fitness or one HPE lifetime activity course (This requirement is waived for students who have transferred two equivalent courses.) *The A.A. degree and Minnesota Transfer Curriculum must be completed prior to enrolling at Augsburg in order to qualify for this transfer status. Note: Additional prerequisite coursework beyond the A.A. degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C – grades or below will not be accepted as prerequisites or for application to majors. Admission to a major — a separate process from admission to the College — is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Academic Information 79 Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 & REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. A full description of these requirements is found on pages 78-84. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. GRADUATION REQUIREMENTS. The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a baccalaureate or higher degree should contact the Office of the Registrar about specific requirements for a second baccalaureate degree or for the equivalent of a major. See page 23 — Special Students (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s Web page. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements For Undergraduate Graduation: Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total course work, and residence. 80 Academic Information 1. Completion of 32 course credits — No more than 13 course credits may be in one department, except in certain approved majors: accounting (B.A.) – 14; music education (B.M.) – 17; music performance (B.M.) – 14.5; music therapy (B.S.) – 17; and social work (B.S.) – 15; youth and family ministry (B.A.) – 15. No more than these maximums may be applied toward the 32 total course credits required: two courses by independent/ directed study; four courses of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded courses. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Departments of Education and Social Work are examples of departments that allow students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching or field work practicums). 2. Completion of a Major — Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum — Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average — Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in course work for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence — The last year of fulltime study or equivalent (no fewer than seven of the last nine credits/requirements) must be completed at Augsburg or within an approved ACTC exchange program. No fewer than a total of nine credits are to be taken at Augsburg College. Contact the registrar’s office if an official interpretation is needed. Some departments have a minimum number of courses that are required to be taken in residence within the major and minor. Consult the catalog description of the major/minor or the chairperson of the department. Academic Information 81 ■ THE AUGSBURG CORE CURRICULUM The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements THE AUGSBURG SIGNATURE CURRICULUM Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church of America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the college’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome — whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is ‘spiritual but not religious.’ Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation (Continues on p. 84) 82 Academic Information CHECKLIST AND SUMMARY OF GENERAL EDUCATION REQUIREMENTS. FOR GRADUATION. • Complete at least one Augsburg Experience • Complete a Senior Keystone course. This quick reference checklist is an abbreviated version of the requirements for graduation. As a summary, it is not comprehensive and cannot substitute fully for the complete degree requirements that begin on page 76. Students are advised to read carefully the full graduation requirements and to consult frequently with their advisers to ensure that all requirements for graduation are met. Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. All new first-years and all first-year and sophomore transfer students must complete the following requirements prior to graduation (transfer credit may apply to these requirements): Complete Entry Level Skills Assessments and Core Skills Requirements: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts • Critical Thinking Assessment • Mathematics Assessment • Modern Languages Assessment • Writing Assessment Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 • Achieve a Math Placement Group score of three. Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete Effective Writing Music Performance (B.M.) . . . . . . . . . .14.5 • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. • Complete HPE 001 Foundations of Fitness and one HPE lifetime activity course. All advanced transfer students (those entering with 13 or more credits) must complete the following requirements prior to graduation (transfer credit may apply to these requirements): ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete two (2) Search for Meaning courses. Music Performance (B.M.) . . . . . . . . . .14.5 • Complete the Augsburg First Year requirements. (Sophomore transfer students are exempt from these requirements.) Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete the fall orientation and Augsburg Seminar. • Complete an Engaging Minneapolis course. Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Youth and Family Ministry (B.A.) . . . . . .15 Other maximums are described on page 80. Academic Information 83 ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Students entering under the Minnesota Transfer Curriculum with an A.A. degree must complete the following requirements prior to graduation: ❏ Complete 32 course credits. Of these: no more than 13 courses may be in any one department, with the following exceptions: Accounting (B.A.) . . . . . . . . . . . . . . . . . .14 Complete the Signature Curriculum: Music Education (B.M.) . . . . . . . . . . . . . .17 • Complete REL 300 Bible, Christian Theology, and Vocation course Music Performance (B.M.) . . . . . . . . . .14.5 • Complete a Senior Keystone course. Social Work (B.S.) . . . . . . . . . . . . . . . . . .15 • Complete one Augsburg Experience Youth and Family Ministry (B.A.) . . . . . .15 Complete the Liberal Arts Foundation requirements: Complete two courses from two different departments in each domain. • Natural Sciences and Mathematics (1 lab science) • Social and Behavioral Sciences • Humanities • Fine Arts Complete Entry Level Skill Assessments and Core Skills Requirements: Music Therapy (B.S.) . . . . . . . . . . . . . . . .17 Other maximums are described on page 80. ❏ Maintain minimum cumulative grade point average in major, minor, and in total courses completed. ❏ Complete a major. ❏ Graduation skills are satisfied by completing the major. (See department and program pages for more information.) ❏ Complete the Augsburg Core Curriculum. Complete the Signature Curriculum: • Satisfy entry level skill requirements in writing. • Complete REL 300 Bible, Christian Theology, and Vocation course. • Achieve a Math Placement Group score of three. • Complete a Senior Keystone course. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) Complete Entry Level Skills Assessments and Core Skills Requirements: • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment.) • Complete one Augsburg Experience • Complete one college algebra course course (MAT 105) or a Math Placement Group 3. • Complete Modern Language requirement (0-2 courses, depending on initial assessment.) • Complete HPE 001 Foundations of Fitness or one HPE lifetime activity course (depending on transcript assessment) All students are required to file a graduation application with the Office of the Registrar one year prior to graduation. 84 Academic Information with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time — open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism — their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: • Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar, a firstyear learning community in their major or related area of academic interest. Each week Augburg Seminars devote an hour to topics relevant to an Augsburg education: becoming an intentional learner; making connections to the larger Augsburg learning community; and exploring strategies for success in the AugSem course(s) and future college work. • Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Students take one course that introduces them to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Most Engaging Minneapolis courses also fulfill an Augsburg Core Curriculum or major requirement. They should be taken during the first year, but may be taken in the second year. • Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships (including field- Academic Information 85 work, practicums, and student teaching), faculty-student research, service learning/ community service, study abroad, and offcampus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) Integrate experiential learning with academic learning and (2) Link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside of the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences will vary. Senior Keystone The official list of approved keystone courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Senior Keystone’. THE LIBERAL ARTS FOUNDATION The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two courses from two different departments in each domain. The list of courses meeting the Liberal Arts Foundation requirement is available online at the registrar’s web page and from the registrar’s office. The official list of approved LAF courses is found on the registrar’s web page — under the heading ‘General Education’, click on ‘Approved LAF Courses and Skills Listing’. The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education — vocation and the search for meaning in a diverse and challenging world. Students will reflect upon the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. Natural Sciences and Mathematics The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Economics, Environmental Studies, Political Science, Psychology, Sociology Two courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two courses from two different departments: Humanities Two courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, 86 Academic Information Religion, Modern Language and Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning courses do not count as Humanities Liberal Arts Foundation requirements. Fine Arts Two courses or approved activities from two different departments: Art, Music, Theatre Arts. One Fine Arts LAF requirement can be met with four semesters of participation in the following major choral ensembles (any combination of four): MUE 111, MUE 112, MUE 114, MUE 115. SKILLS REQUIREMENTS Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by the assessments. These tests are a prerequisite for (not completion of) core and graduation skills course requirements. • Critical Thinking Assessment and Requirement Students who have college credit for a critical thinking or logic course are exempt from the critical thinking assessment. Students who do not achieve the minimum entry score on the placement exam are required to take GST 100 Critical Thinking. • Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Academic Information 87 • Writing Assessment and Requirement This entry level assessment determines readiness for ENL 111 or 112. Students who do not place highly enough on the entry level assessment will be required to take ENL 101 Developmental Writing before ENL 111. Students who have transferred in a course equivalent to ENL 111 are excused from the entry level exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements • Effective Writing ENL 111 Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of their sophomore year because it is a prerequisite for Writing Graduation Skill courses. • Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. The BYU-CAPE language assessment is offered to students who have had at least one year of study of French, German, or Spanish language in high school. For a language previously studied, successful completion (minimum grade of 2.0 or P) of the 112 level satisfies the requirement. Students placing into 112 must enter at the 112 level. No college credit will be given for repeat of 111. Students whose placement test is at 211 or higher will be exempted from further language study. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information about English Language Learners is found on page 92. • Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. 88 Academic Information Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. See department and program pages in this catalog or consult the department chair for more information. • Physical Education (teaching licensure only) • Physics 2. Bachelor of Science/Modern Language Waiver. Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry Core Curriculum Modifications • Clinical Laboratory Science Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. • Mathematics 1. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver. Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Music Therapy • Nursing • Physics EVALUATION AND GRADING. ■ EXPLANATION OF GRADES The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Academic Information 89 Pass/No Credit 3.0 Students who choose the P/N option are cautioned: 2.5 • In order to receive a grade of P, a student must achieve at least a grade of 2.0. 2.0 • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 1.5 • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations under Graduation Requirements, page 80. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 3.5 Achieves highest standards of excellence 1.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade Form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. 90 Academic Information Extension (X) Grades Auditing Courses Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College Costs in the Financing Your Education section on page 28. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a notation on the record. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits. • Juniors—16 completed course credits. • Seniors—24 completed course credits. Academic Information 91 ■ ASSESSMENT OF PREVIOUS LEARNING (APL) PROGRAM Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising web site. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Additional information is available on the Academic Advising web page and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements, but cannot satisfy graduation-level skill requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising web page. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. 92 Academic Information The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four credits of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (about one-fourth of a baccalaureate degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. ■ ENGLISH LANGUAGE LEARNERS (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. Academic Information 93 All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Committee to re-enroll. Students who have been dismissed may apply for readmission after one year, at which time the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his or her commitment to academic success. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Students may be removed from probation when the cumulative GPA reaches 2.00. Students placed on probation as firstyears for having earned two zero grades may be removed from probation if their classification changes to sophomore, if they have not earned additional zero grades, and if their cumulative GPA reaches 2.00. Students placed on probation as sophomores for having earned three zero grades may be removed from probation if their classification changes to junior and their cumulative GPA reaches 2.00. ■ ACADEMIC PROGRESS, PROBATION, AND DISMISSAL The College requires that all students maintain a 2.00 cumulative grade point average (GPA). It should be noted that a minimum GPA of 2.00 is required for graduation, with certain majors requiring a higher minimum GPA. Students whose overall academic achievement falls below a 2.00 GPA will either be placed on scholastic probation at the end of the term or will be continued on probation or will be dismissed from the College. In addition, a first-year who receives two zero grades or a sophomore, junior, or senior who receives three zero grades will be considered for probation or dismissal. However, dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of the student’s commitment to academic progress is the primary consideration in deciding whether or not to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Those on probation who voluntarily withdraw from the College, as well as those who are dismissed, must have special permission from the Student Standing The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he or she may appeal the decision within 10 days to the Committee on Student Standing. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission is given by the student, an announcement 94 Academic Information is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Latin honors replaces the previous honors designation of “With Distinction.” Students may also receive honors recognition for departmental honors and for participation in the honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at <www.augsburg.edu/enroll/ registrar>. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Academic Information 95 Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearing house.org Veterans of Military Service Augsburg is approved by the state approving agency for Veterans Education. Veterans should consult with the V. A. Certifying Official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. ■ FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT NOTICE The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. 96 Academic Information Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Departments and Programs Course Descriptions with Major and Minor Requirements – 98 Department majors and programs are listed alphabetically. Also see index. 98 DEPARTMENTS AND PROGRAMS A s a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. COURSE DESCRIPTIONS. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Weekend College classes are available online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Summer Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or one-quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three-and-one-half-hour sessions during fall and for seven four-hour sessions during winter and spring term. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Departments and Programs 99 Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. INTERNSHIPS AND . INDEPENDENT STUDIES. Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. ■ INTERNSHIPS Registration for internships consists of the following steps: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Center for Service, Work, and Learning. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement (forms are available in the Center for Service, Work, and Learning) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Center for Service, Work, and Learning, with copies made for the faculty supervisor and student. 196 197 198 199 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. 396 397 398 399 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links 100 Departments and Programs the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Center for Service, Work, and Learning regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) ■ DIRECTED AND INDEPENDENT STUDIES 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. ACCOUNTING See listing under Business Administration. AMERICAN INDIAN STUDIES A merican Indian studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, cul- ture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Elise Marubbio American Indian Studies 101 Adjunct Faculty Sophia Jacobson, Richard Gresczyk, Dale Weston DEGREE AND MAJOR REQUIREMENTS. American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor: Five courses including AIS 105. At least two must be upper division. COURSE OFFERINGS AT AUGSBURG COLLEGE. AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. 102 American Indian Studies AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. AIS/ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. American Indian Studies 103 AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2xx women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. 104 American Indian Studies AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently designed research project. ART—ART A rt is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas experienced on a small campus in the heart of a major metropolitan area. We balance a solid foundation of drawing, design, and history with technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs creative curriculum for traditional disciplines in drawing, painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture, and digital media. Class sizes are small; we will get to know each other. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with B.A. degrees in art history, studio art, art education; and certificates in studio art and graphic design. For over 40 years, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin Anderson, Lynn Bollman, Kim Bowden, Tara Sweeney DEGREE AND MAJOR REQUIREMENTS. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART 118 Painting I or ART 223 Printmaking I or ART 225 Graphic Design I or ART 257 Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I or ART 250 Ceramics I Art 105 or ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses Studio majors must participate in a solo or two-person show with a senior review, and the annual senior group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Studio art majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: Art history majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Art history majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. 106 Art Departmental Honors Art History Minor GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting high quality work, and special projects such as senior exhibition and research. Application should be made to the department chair before the last term of the senior year. Five art history courses including ART 240. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Eight art courses, including four in graphic design, one in art history, and three studio electives. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. ART COURSES. Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. ■ STUDIO ART FOUNDATIONS ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis is placed on foundational drawing concepts. ■ STUDIO ART ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Art 107 ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. ART 118 Painting I Introduction to painting media and technique in acrylic or oil. Emphasis is placed on color, perception, and expression. ART 122 Plein Air Sketching I This foundational course in plein air sketching introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and respond creatively. ART 132 Photography I The camera used as a tool for visual creativity, expression, and communication with attention to black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course explores the theory and practice of web design. Focus is placed on effective design and usability. Students will become familiar with Dreamweaver, Photoshop, and Illustrator. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Print Making I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 225 Graphic Design I Graphic Design I is an introduction to the principles and practices of visual communications focusing on text and image using grid layouts. 108 Art ART 247 Life Drawing An introduction to the methods and techniques of drawing the human form through the use of live models. Emphasis will be placed on perceptual drawing skills and accurately rendering the human form in a spatial environment. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to transparent watercolor; emphasizes perceptual observation to explore color theory, media, and technique. Class sessions often include painting outside on location. ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book. ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 315 Web Design II Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploring letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II This advanced course in plein air sketching is a continuation of ART 122, which introduces observational skills and sketching on-site in the midst of daily life as a meditative way of seeing deeply and responding to place. As advanced students develop mastery of technique and expression of personal subject matter and style, it is expected that there will be significant, experiential engagement with artistic, cultural, and historical*h resources, as well mentoring of beginners. (Prereq.: ART 122 or permission of instructor) ART 330 Graphic Design II Graphic Design II explores visual communications in the retail environment — developing advertising materials, sales promotions, packaging, and displays. Art 109 ART 332 Photography II Advanced study in black and white film photography. Projects will encourage the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to archival print methods, expanded film exposure and development styles, portfolio presentation, develop the vocabulary to write an artist’s statement, and research contemporary photographers. (Prereq.: ART 132) ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced exploration in transparent watercolor; emphasizes individual expression. (Prereq.: ART 257) ART 368 Print Making II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq: ART 280) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ■ ART AND ARCHITECTURAL HISTORY ART 240 Art History Survey A survey of art of the Western world from prehistoric to modern times. 110 Art Note: The following courses are offered intermittently, usually two or three sections per year. ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART/THR 265 Computer Drafting for the Stage and Architecture (See Theatre Arts section for course description.) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) Art 111 ART 388 Modern Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses: ART 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 299 Directed Study See description on page 100. ART 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ART 499 Independent Study/Research See description on page 100. 112 AUGSBURG CORE CURRICULUM— AUG/KEY/GST THE SIGNATURE CURRICULUM . Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. LIBERAL ARTS FOUNDATION . Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, reli- Augsburg Core Curriculum 113 gion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, spring) SBS 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: SCI 110) SKILLS. Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed eight credits. 114 Biology Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.: MPG 3) Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. BIOLOGY—BIO W e are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curricula. For many, an undergraduate major in biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates Biology 115 have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Ralph Butkowski, William Capman, Brian Corner, David Crowe DEGREE AND MAJOR REQUIREMENTS. Students may choose one of the following degree options: Bachelor of Science in Biology, Bachelor of Arts in Biology, or Bachelor of Arts in Life Sciences. Bachelor of Science in Biology Nine courses including: BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology and BIO 361 Plant Biology or BIO 481 Ecology Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or PSY 215 Research Methods: Design, Procedure, and Analysis I and five upper division biology electives chosen from the following list: Bachelor of Arts in Life Sciences BIO 351 BIO 353 This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 476 BIO 481 BIO 486 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Microbiology Ecology Immunology Special Topics in Biology Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 SCI 106 An introductory geology course 116 Biology Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.00 for BIO 151, 152, and 253 is a prerequisite for enrollment in upper division biology courses. A grade of 2.00 or above is required for all upper division courses applied toward the major. Biology for Health Sciences GPA of 3.50 in biology and 3.00 overall, one course of approved independent study (BIO 499) or a research internship combined with BIO 498, public presentation of results along with a written report. Project proposals should be made to the department by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require a two semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers — Dixie Shafer and Dale Pederson. Minor Graduate Training in Biology A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in research through Aug Experience, internships and/or independent study. Careful consultation with the Biology Departmental Honors Biology 117 adviser is recommended to select among course work and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Beta Beta Beta Membership in the Augsburg Chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.00 in biology. Cooperative Education and Service Learning The department works with the Center for Service, Work and Learning in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Augsburg Student Association for Health Sciences The Augsburg Student Association for Health Sciences exists to serve all students preparing for post-baccalaureate study and/or careers in medicine and allied health professions. It facilitates volunteer and work opportunities, provides contact with admissions representatives from several professional schools, and arranges visits with alumni in several health fields. BIOLOGY COURSES. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 280 Introduction to Research This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq: Invitation to participate in course; 0.5 course) 118 Biology BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2. Three hours lecture, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall: alternate years) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) Biology 119 BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, and cellular basics for immunity. (Three hours lecture, four hours laboratory. Prereq.: BIO 369.) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, junior standing.) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253, MPG 4 or MAT 122 or MAT 163 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. Prereq.: BIO 369 (Three hours of lecture, four hours laboratory. Spring) 120 Biology SCI 490 Integrated Keystone The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses: BIO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) DEPARTMENT OF BUSINESS ADMINISTRATION— BUS, ACC, FIN, MIS, MKT O ur mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair and International Business Coordinator), William Arden (Management Coordinator), Nora M. Braun (MIS Coordinator), John C. Cerrito, Peggy M. Cerrito, C. Lee Clarke, David Conrad, John Furia, R. Brooks Gekler, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor (Finance Coordinator), Steven J. LaFave (Accounting Coordinator), Laura K. Lazar, Lori L. Lohman, Rosanne Malevich, Marc McIntosh, Fekri Meziou, Lori A. Peterson, Milo A. Schield, David G. Schwain (Marketing Coordinator), Kathryn A. Schwalbe, Peter Stark, Stuart M. Stoller, Steve Zitnick Business Administration 121 GENERAL REQUIREMENTS. Majors The Department of Business Administration offers five majors: business administration (BUS), accounting (ACC), finance (FIN), management information systems (MIS), and marketing (MKT—day program only). Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are four specializations: management, marketing (WEC only), music business, and international business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in information technolo- gy, business management, and finance through the Weekend College program. Graduation Requirements To graduate without intentionally taking courses in excess of the minimum number required (see page 80), students must avoid taking too many electives in the major or minor or exceeding the 13course limit per academic department (14 courses for accounting majors). Courses designated as ACC, BUS, FIN, MIS, and MKT are considered as being in the same academic department. Taking extra electives, or choosing a particular combination of major and minor may require students to complete more than the minimum number of credits required for graduation. Exceptions are noted in the major. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in business administration, accounting, finance, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. 122 Business Administration Internships International Business Students are strongly encouraged to work with the Center for Service, Work, and Learning and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. The international business faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator for international business or other overseas opportunities. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. BUSINESS ADMINISTRATION—BUS T he major in business administration prepares students for professional careers in business administration or for graduate studies. The three specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. DEGREE AND MAJOR REQUIREMENTS. Business Core Nine courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers FIN 331 Financial Management Note: All business majors are encouraged to take KEY 490 “Vocation and the Meaning of Success” to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Management Business core plus four courses: BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Business Administration 123 The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the business administration major, management specialization. The graduation skill in Speaking (S) is met by completing the following courses: S: MIS 376 or ECO 318 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in International Business Business core plus four courses: BUS 362 International Business BUS 465 International Management MKT 466 International Marketing and one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, international business specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Music Business Business Core* plus seven courses: MUS/BUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — or — 2 MUS credits and 1 MUE credit, selected from: (2 credits must be in residence at Augsburg): MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music Business majors are exempt from BUS 379 and may substitute BUS 254 in place of BUS 242 or 200. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: MUS/BUS 105 or MUS/BUS 245 W: MUS/BUS 105 and MUS/BUS 245 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 124 Business Administration Specialization in Marketing (Weekend College students only) Business core plus three courses: MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business aministration major, marketing specialization. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 ECO 113 ECO 312 ECO 313 Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration Six courses including: ECO 112 or 113, ACC 221 and 222, BUS 242 or 200, MKT 252, FIN 331 or BUS 264 or 379. Other configurations may be permitted with the approval of the department chair. This minor is automatically completed while completing a major in accounting, finance, MIS or marketing. Minor in International Business Six courses including: ECO 112 or 113, ACC 221, BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. Minor in Music Business Eight courses including: MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). Business Administration 125 This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. Departmental Honors See Business Administration Department Chair. BUSINESS ADMINISTRATION COURSES. BUS/MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as MUS 105. BUS 200 Exploring Business as Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. 126 Business Administration BUS 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC & Evening schedule: Additional evening sessions are required.) BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Pre-req.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.) Business Administration 127 BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: BUS 299 Directed Study See description on page 100. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. BUS 499 Independent Study/Research See description on page 100. ACCOUNTING—ACC T he major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidlygrowing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. 128 Business Administration Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. DEGREE AND MAJOR REQUIREMENTS. Accounting Major Business Core Requirements ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I BUS 301 Business Law FIN 331 Financial Management Required Accounting Courses Four courses including: ACC 322 Accounting Theory and Practice I ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Students should take the courses in the sequence given above. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the accounting major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: ACC 423 or ACC 424 W: ACC 423 and ACC 424 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. (Exception to 13-course limit) Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting and MIS 375 Management Information Systems in the Organization. (Exception to 13course limit) Joint B.A. in Accounting and Master of Arts in Leadership A B.A. in Accounting and an M.A. in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the 5th year and successful completion of all requirements, the student receives both a B.A. in Accounting and an M.A. in Leadership and will have fulfilled the 150- Accounting 129 hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings. It is recommended that the students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes: submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of their writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least on year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222, FIN 331 or ACC 324, ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACCOUNTING COURSES. ACC 221 Principles of Accounting I Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Principles of Accounting II A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) 130 Accounting ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323) ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 299 Directed Study See description on page 100. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ACC 499 Independent Study/Research See description on page 100. FINANCE–FIN T he finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA) conducted by the CFA Institute. DEGREE AND MAJOR REQUIREMENTS. Finance Major Finance Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I 131 BUS 301 FIN 331 Business Law Financial Management Required Finance Courses Five courses including: ACC 322 Accounting Theory and Practice I (Prereq: ACC 222) FIN 433 Financial Theory: Policy and Practice (Prereq: FIN 331) FIN 438 Investment Theory (Prereq: ENL 111 or 112 or HON 111 and FIN 331) FIN 460 International Finance (Prereq: FIN 331) ECO 315 Money and Banking (Prereq: ECO 112) The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the Finance major. The graduation skill in Speaking (S) is met by completing the following course: S: FIN 438 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) 132 Finance FINANCE COURSES. FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq: ECO 112 or ECO 113, ACC 221, and MPG 3) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq: FIN 331) FIN 460 International Finance This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq: FIN 331) MANAGEMENT INFORMATION SYSTEMS—MIS T he major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. DEGREE AND MAJOR REQUIREMENTS. Management Information Systems Major Business Core Requirements Seven courses including: BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation FIN 331 Financial Management BUS 379 Quantitative Methods for Business and Economics or BUS 264 Statistical Literacy for Managers ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II MKT 252 Principles of Marketing MIS 260 Problem Solving for Business Required MIS Courses Five courses including: MIS 270 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 MIS 475 MIS 476 Project Management Systems Analysis and Design Information Systems Projects Four required supporting courses: ECO 113 Principles of Microeconomics CSC 160 Introduction to Computer Science (co-requirement MAT 171) CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing (co-requirement for CSC 160) Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the MIS major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. 133 134 MIS MIS COURSES. MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Marketing 135 Internships and Independent Study Courses: MIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 299 Directed Study See description on page 100. MIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MIS 499 Independent Study/Research See description on page 100. MARKETING—MKT T he marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. DEGREE AND MAJOR REQUIREMENTSS Marketing Major Business Core Requirements Ten courses including: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing BUS 301 Business Law FIN 331 Financial Management MIS 260 Problem Solving for Business BUS 379 Quantitative Methods for Business and Economics 136 Marketing or BUS 264 Statistical Literacy for Managers Required Marketing Courses Five courses including: MKT 352 Marketing Research/Analysis MKT 450 Marketing Management MKT 466 International Marketing MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the marketing major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. MARKETING COURSES. MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or 264, ECO 113, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) Marketing 137 MKT 354 Sales Management Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 299 Directed Study See description on page 100. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MKT 499 Independent Study/Research See description on page 100. 138 CHEMISTRY—CHM C hemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to better the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. The department is on the list of approved schools of the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: •To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions. •To provide programs of study for professional goals in addition to the traditional positions as chemists. •To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. •To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. •To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Arlin E. Gyberg, David R. Hanson, Sandra L. Olmsted DEGREE AND MAJOR REQUIREMENTSS. ■ BACHELOR OF ARTS Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (4 semesters) One course in biochemistry and one additional course from: CHM 364 Physical Chemistry II Chemistry 139 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, II Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc. — see pre-professional program listings in the Academic Information section) should consult members from the chemistry department for assistance in course planning early in their college careers. ■ BACHELOR OF SCIENCE American Chemical Society Approved Major CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 Properties of Polymers CHM 470 Principles of Medicinal Chemistry CHM 495 Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation B.S. chemistry majors are allowed a two course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking and Writing graduation skills are embedded throughout the chemistry major for both B.A. and B.S. degrees. ENL 111 should be taken in the 140 Chemistry first year. Consult members of the chemistry faculty concerning the Quantitative Reasoning (QR) graduation skill. The Speaking skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. all; one course or summer of approved research; participation in seminar. Departmental Honors Note: Credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics, 3.00 over- Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 351, 352, and CHM 353. CHEMISTRY COURSES. Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) CHM 100/102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section; CHM 100 does not have a lab section. Students may not take both CHM 100 and CHM 102 for credit. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding, energetics, and equilibrium. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. and concurrent registration with MAT 105, or MPG 3. Fall) Chemistry 141 CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with more emphasis upon equilibrium and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: high school chemistry, MPG 4. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. Prereq.: CHM 106 or 116. MPG 3. QEM course. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three onehour lectures. Prereq.: CHM 361. Spring) 142 Chemistry CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (Two two-hour lab periods. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three one-hour lectures, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Fall) CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Chemistry 143 CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: CHM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 299 Directed Study See description on page 100. CHM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. CHM 499 Independent Study/Research See description on page 100. (Prereq.: junior or senior standing) 144 CLINICAL LABORATORY SCIENCE—CLS C linical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the pre-requisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A bachelor of science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL, 60631, 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for clinical laboratory science (CLS) majors To complete the program in four years, students must: a. achieve MPG 3 or 4, AND b. qualify for ENL 111, AND c. score above 45 on the critical thinking exam, AND d. do not require ENL 217/218, AND e. meet graduation skills requirements within the major and supporting courses, AND f. satisfy the Engaging Minneapolis requirement with BIO 151/152 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115. Consult your department chair Clinical Laboratory Science 145 or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. First year: Fall Term: BIO 151: Introductory Biology CHM 105 or CHM 115: General Chemistry REL 100: Search for Meaning Elective Spring Term: BIO 152: Ecology, Evolution and Diversity CHM 106 or CHM 116: General Chemistry ENL 111 Elective Second Year: Fall Term BIO 253: Introductory Cell Biology CHM 351: Organic Chemistry I REL 200: Search for Meaning Elective Spring Term BIO 355: Genetics CHM 352: Organic Chemistry II MAT 163: Statistics (QR) Elective Third Year: Fall Term BIO 369: Biochemistry BIO 473: General Physiology Elective Elective Spring Term BIO 476: Microbiology BIO 486 Immunology Elective Elective Fourth Year: Clinical Program Summer Session CLS 400: Introduction to CLS CLS 405: Body Fluids CLS 410: Clinical Hematology/Hemostasis CLS 415: Clinical Immunology CLS 425: Clinical Chemistry Clinical Rotations: Fall & Spring Semester CLS 450: Applied Clinical Chemistry CLS 455: Applied Hematology/Hemostasis CLS 460: Applied Immunology CLS 465: Applied Immunohematology CLS 470: Applied Clinical Microbiology Fall Semester CLS 420: Immunohematology CLS 430: Clinical Microbiology CLS 433: Virology/Mycology/Parasitology CLS 435: Molecular Diagnostics Clinical Rotations Spring Semester CLS 440: Laboratory Management & Education CLS 445: Research Design & Methods LS 475: Advanced Applications in CLS CLS 480: Advanced Topics in CLS CLS 485: Advanced Studies in CLS SCI 490: Keystone course Clinical Rotations Special core requirement courses and professional courses must be completed with a grade of “C” (2.0) or above. Students must meet all College graduation requirements including General Education, grade point, College residency, and total credits. 146 Clinical Laboratory Science CLINICAL LABORATORY SCIENCE COURSES. CLS 400 Introduction to Clinical Laboratory Science CLS 405 Body Fluids Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program) Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation, red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476 and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS program) CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) Clinical Laboratory Science 147 CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) 148 Clinical Laboratory Science CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient’s specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state of the art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) Communication Studies 149 CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) COMMUNICATION STUDIES—COM O ur discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with: interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Communication Studies Major Twelve courses overall — eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 Public Speaking COM 280 Introduction to Communication Studies COM 351 Argumentation COM 352 Persuasion COM 354 Interpersonal Communication COM 355 Small Group Communication 150 Communication Studies COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as: communication graduate school; other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speech writer. Four additional electives from the following: COM 321 (required), COM 329, 345, 399, 499; THR 350, 360; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; REL 383; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 326, 329, 345, 399, 410; PSY 373, 385; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 321, 326, 329, 399, 410, 480; MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields public relations, crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from the following: COM 345 (required), COM 321, 326, 329, 399, 410, 480, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Four additional electives from: ENL 227 (required); COM 321, 326, 329, 345, 399, 410, 480; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Supervisory Management Emphasis Mass Communication and Journalism Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 326, 329, 399, 410, 480, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Courses are designed to prepare students for entry into television, film, journalism, e-media, (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Communication Studies 151 Four electives from the following: ENL 227 (required); COM 247, 321, 329, 343, 348, 399, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 321, 329, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly. All day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: COM 111 or 115 W: COM 351 and any 200 level writing course in English Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. 152 Communication Studies Communication Studies Minor Required of all Film Majors: Six courses including: COM 111 Public Speaking COM 280 History of Rhetorical and Communication Theory POL 342 Mass Communication in Society or COM 343 Studio Production COM 351 Argumentation or COM 352 Persuasion COM 354 Interpersonal Communication COM 345 Organizational Communication or COM 355 Small Group Communication Six Core Courses FLM/THR 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema FLM/THR 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Kristin Anderson, Julie Bolton, Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio, Robert Thom Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your adviser who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM/THR 312 16mm Film II, COM 343 Studio Production, COM 348 Digital Video Production, COM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts Communication Studies 153 Track #3 Theory & Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and Method, COM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/408 Native American Women & Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture Through Film, REL 309 Religion at the Movies Film Minor Six courses including: ENL 241 Introduction to Cinema Art FLM/THR 216 Film Production I THR 233 Acting for Camera COM 343 Studio Production FLM/THR 420 Issues in Contemporary Cinema Plus one of the following: THR/ENL 325 Playwriting or ENL/FLM 328 Screenwriting THR 328 Stage Design COM 247 Documentary COM 348 Digital Video Production THR 366 Stage Direction AIS 364 Indigenous Filmmakers Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. COMMUNICATION COURSES. COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall) COM 115 Scientific and Technical Public Speaking An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.) 154 Communication Studies FLM/THR 216 Film Production I This course demonstrates the basics of 16mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. FLM/THR 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) FLM/THR 312 Film Production II The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 326 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following courses — SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) Communication Studies 155 COM 343 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 343 or 247) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111 or 115 or consent of instructor. Spring) COM 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. (Spring) COM 410 Communicating a Self in the Modern Organization Understanding through dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Collateral readings, open dialogue, and individual projects. (WEC only) FLM/THR 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371) 156 Communication Studies COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (WEC only) COM 490 Communication Studies Keystone: Critical Conversations About Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses. COM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 299 Directed Study See description on page 100. COM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. COM 499 Independent Study/Research See description on page 100. ELECTIVES. See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 440 BUS 450 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 430 INS 325 MIS 175 MIS 379 MKT 252 MKT 352 MKT 355 PHI 230 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 485 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 232 THR 325 THR 350 THR 360 COMPUTER SCIENCE—CSC T he Augsburg computer science department strives to give students a sound theoretical and practical foundation in computer science. We offer both a B.A. and a B.S. major. The coursework provides students a strong base in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Charles Sheaffer, Erik Steinmetz, Shana Watters DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Computer Science Major Twelve courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I and two electives from CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Computer Science Major Sixteen courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization 157 158 Computer Science CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 145 Calculus I MAT 146 Calculus II Two courses from: MAT 245 Calculus III MAT 246 Linear Algebra MAT 247 Modeling and Differential Equations MAT 271 Discrete Mathematical Structures (recommended) and three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (COM 115 recommended), or b) A sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, Charles Sheaffer, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses Computer Science 159 and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, Charles Sheaffer, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. 160 Computer Science COMPUTER SCIENCE COURSES. CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. Techniques for implementing such languages, including metacircular interpretation and garbage collection. Applications to selected problems from artificial intelligence. (Prereq: CSC 210) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Computer Science 161 Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210) CSC 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration, CSC 385 or concurrent registration, and CSC 320) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 299 Directed Study See description on page 100. CSC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading only. CSC 499 Independent Study/Research See description on page 100. 162 ECONOMICS—ECO T he Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors only.) For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Keith Gilsdorf, Stella Hofrenning DEGREE AND MAJOR REQUIREMENTS. Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics and three other upper division economics courses Economics 163 Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I & II Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Economics and Business Administration Major in Applied Economics ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 350 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Major in Computational Economics See Computer Science. Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 331 Financial Management or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 164 Economics Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. ECONOMICS COURSES.. ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 2) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) Economics 165 ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113. Spring and alternate winter trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall and alternate winter trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall trimester and spring semester) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Spring: alternate years) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: Econ 113. Spring: alternate years) 166 Economics ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: Econ 112 or Econ 113. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122. On demand) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the Keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses: ECO 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research EDUCATION—EED, ESE, EDC, EDU, SPE T he Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-8), secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies, grades 9-12 in life science, chemistry, and physics, grades 5-8 in general science, and K-12 specialist licenses in visual arts, physical education, music, and special education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) The K-12 Reading Licensure Endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend/ evening formats. Weekend College degree and licensure programs are limited to elementary, communication arts/literature, social studies, visual arts, and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except field work and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend/evening format to those already holding a B.A. degree. Graduate courses taken for licensure can be applied to a Master of Arts in Education degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. State law requires completion of the PPST-PRAXIS I exam prior to beginning 300-400 level courses. Criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: PPST, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers nonlicensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. 167 168 Education Note: Major changes in Minnesota teacher licensure were implemented in the fall of 2000. No one may be licensed under programs described in catalogs prior to 2002. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Chris Brown, Joseph Erickson, Jeanine Gregoire, Gretchen Irvine, Mary Jacobson, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Barbara West ELEMENTARY EDUCATION—EED/EDC Elementary Major and Licensure Requirements: SCI 110 SCI 111 Elementary education majors are required to complete the following nonmajor and major courses. To be licensed they must also complete an approved middle school specialty area and student teaching. Degree-seeking students follow the bachelor of science Liberal Arts Foundation requirements. Option B is for weekday, weekend and/or transfer students with at least one college level science course accepted in transfer or for weekday students who have already started this sequence. PHY 103 Conceptual Physics or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) or EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) BIO 102 The Biological World Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MPG 4: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) MAT 137 (optional) MAT 138 (required) Science sequence for non-science specialty students Option A is for weekday students who do not have college level science courses in their background. Natural Science I Natural Science II Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 220 Educational Technology (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians Foundations Block II (courses from this point and on require admissions to the department) Elementary Education 169 EDC 310 Learning and Development Methods Block I EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/Children’s Literature Methods Block II EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Mathematics EED 360 K-6 Methods: Science EED 370 K-6 Methods: Social Studies/Thematic Studies (.5) EED 380 Kindergarten Methods (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.03.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Areas (requirements subject to change — see Education Department for most current list) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 329 or 351 or 354 or 355 EED 331 Middle School Writing Methods (.5) ESE 350 5-12 Methods: Adolescent Literature/Reading in the Content Areas Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; SOC 141 ESE 495 Topics: Human Geography ESE 311 Middle School Methods: Social Studies (.5) Math Specialty MPG 4 or MAT 114 Precalculus MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 331 Middle School Methods: Mathematics (.5) Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry II or CHM 116 General Chemistry II BIO 121 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 341 Middle School Methods: Science (.5) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the 170 Elementary Education Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergradu- ate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Pre-Primary Specialty: A pre-primary specialty for elementary is currently being developed. Contact the Education Department for further information. SECONDARY EDUCATION—ESE/EDC I PROGRAM REQUIREMENTS. t is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: baccalaureate degree, academic major in an approved teaching area, and completion of an approved licensure program. Methods Block I ESE 300 Reading/Writing in the Content Area ESE 325 Creating Learning Environments Non-departmental requirements: ENL 111 Effective Writing HPE 115 Chemical Dependency (.5) Capstone Block EDC 410 Learners with Special Needs EDC 490 School and Society Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Student Teaching Block ESE 481, 483, 485 Student Teaching (2.03.0) Elementary Education 171 A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take two to three courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the bachelor of music education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Adult and Graduate Admissions Office for information. EDUCATION CORE COURSES - EDC. EDC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5) An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. 172 Elementary Education EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EDC 410 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: PPST and admission to department or special permission of instructor) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the Senior Keystone requirement. (Prereq.: PPST and admission to department) ELEMENTARY EDUCATION - EED. EED 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 203 Elementary Education Physical Science Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/demonstrations, and classroom participation. (Prereq.: PPST and admission to department; students must be Elementary Education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) Elementary Education 173 EED 299 Directed Study See description on page 100. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 320 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience required. (Preq.: PPST and admissions to department) EED 330 K-6 Methods: Language Arts/Children’s Literature Examination and preparation of materials and resources for children’s literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: PPST and admission to department) EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to depart- ment) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: PPST and admission to department) 174 Secondary Education EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department. Day students register concurrently with EED 380) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: PPST and admission to department) EED 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SECONDARY EDUCATION - ESE. ESE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 299 Directed Study See description on page 100. ESE 300 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking the 5-12 Communication Arts/Literature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) Secondary Education 175 ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: PPST and admission to department) ESE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) 176 SPECIAL EDUCATION: EMOTIONAL/BEHAVIORAL DISABILITIES AND/OR SPECIAL EDUCATION: LEARNING DISABILITIES—SPE T EED 350 EED 360 SPE 315 SPE 400 A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. he special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with this label. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 320 K-6 Methods: Reading EED 330 K-6 Methods: Language Arts/ Children’s Literature K-6 Methods: Math K-6 Methods: Science Critical Issues Seminar (.5) Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities Special Education 177 SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: PPST and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: PPST and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: PPST and admission to department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) 178 Special Education SPE 434 Teaching Content Areas to Students With Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: PPST and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the Senior Keystone requirement in the core curriculum. (Prereq: PPST and admission to department) SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) SPECIAL EDUCATION MINOR. The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 Learners with Special Needs EDU 491 Practicum and Seminar in Special Education SOC 231 Family Systems: A CrossCultural Perspective EDC 410 PSY 105 Principles of Psychology Choose one from the following: PSY 250 Child Development PSY 251 Adolescent and Young Adult PSY 252 Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. Learners with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) ENGINEERING A ugsburg College has cooperative arrangements with two universities to allow students to earn a bachelor of arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (B.A./B.E.) enables students to receive a bachelor of arts degree from Augsburg College and a bachelor of engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. 179 Bachelor of Arts/Master of Engineering (B.A./M.E.) enables students to receive a bachelor of arts degree from Augsburg College and a master of engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the B.A./B.E. curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E. program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E. program are not guaranteed admission to the Institute of Technology. 180 Engineering Michigan Technological University This program enables students to receive a bachelor of arts degree from Augsburg and a bachelor of engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. DEGREE AND MAJOR REQUIREMENTS. Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 General Chemistry CHM 116 General Chemistry CSC 170 Structured Programming ENL 111 Effective Writing PHY 121 General Physics I PHY 122 General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 247 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. ENGLISH—ENL T hose who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. Students majoring in English have the opportunity to choose one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and Secondary Licensure in Communication Arts/Literature. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. 181 Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Doug Green (Chair), Robert Cowgill, Cass Dalglish, Suzanne Donksy, Douglas Green, John Harkness, Colin Irvine, Dan Jorgensen, Deborah Kuhlmann, Dallas Liddle, Scannell (James) McCormick, John Reimringer, John Schmit, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams DEGREE AND MAJOR REQUIREMENTS. Choosing a Concentration The English Literature, Language, and Theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works 182 English of fiction, poetry, creative non-fiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study crosslisted with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either Creative or Media Writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. The Communication Arts/Literature Teacher Licensure major is for students who seek to be licensed to teach in Minnesota in Communication Arts/Literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a Communication Studies major. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MAJOR REQUIREMENTS. English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300level courses, with one each in British liter- English 183 ature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language and theory courses, three of which must be upper division courses. Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; ENL 390 Media Ethics and Theory; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 420, the Keystone writing course. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). English Writing Concentration Minor in Writing Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three Literature, Language, and Theory courses. At least one of these must be at the 300-level or higher. A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship. And ENL 420, the Keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 390, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): 184 English ENL 220 ENL 240 ENL 365 ENL 380 ENL 396 Intermediate Expository Writing Introduction to Literary Study Contemporary Post Colonial Fiction Introduction to the English Language Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 343 Broadcast Production I COM 352 Persuasion COM 354 Interpersonal Communication Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. Contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early Oct. in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). OTHER REQUIREMENTS. Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a B.A. in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who do not show competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of 2.0 or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in English 185 consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. ENGLISH COURSES. Service Courses: The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. 186 English Literature, Language, and Theory Courses: The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for Communication Arts/Literature Teacher Licensure major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and historical evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 Introduction to African American Literature American literature is made up of many voices that are distinct from the dominant voices in American culture; each term this course focuses on a different collection of those voices. A specific minority literature, such as Hispanic American literature, Asian American literature, or African American literature, is usually emphasized each term; sometimes the course explores the writing of women or gay writers. Determine which version of the course is being offered in any given section by checking the departmental web page, or get a detailed course description in the English department. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL/AIS 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) English 187 Spotlight Courses — Offered Alternating Terms (Content for each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Students must take ENL 220 or 221 (see writing courses), and two 200-level literature courses, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature course or THR 250, or consent of instructor.) 188 English ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas — the love-plot and the education-plot — in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 and two 200level literature courses, or consent of instructor.) English 189 ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) American Literature ENL 350 Readings in American Minority and Alternative Literatures A chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres — slave narratives, romances, tall tales, epic poetry — are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 190 English ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include American Families, Blacks and Whites, and Sex and Self on the American Stage. Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200level literature course and THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) English 191 ENL 365 Contemporary Post Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for Communication Arts/Literature Teacher Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include Classical Theaters, Spanish and Latin American Drama from the Renaissance to the Present, Social Issues in Contemporary World Drama. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or one 200-level literature course and THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the Communication Arts/Literature Licensure major. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) 192 English ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) ENL 390 Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in a global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Cross listed with Communication. (Prereq.: ENL 220, or 221, or 226, or 227, or 228, and two 200-level literature courses.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 and two 200-level literature courses, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300level literature course or consent of instructor) English 193 ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. (Prereq.: ENL 111, or HON 111, or ENL 112) 194 English ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two A writing workshop in which students will revise a body of poetry, redrafting and polishing a collection of poems for inclusion in a portfolio of work. Students will also be expected to create new work during this workshop term. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student and offered as work the student will refine in Poetry Two.) ENL 324 Creative Nonfiction Designed for the self-motivated writer, the course emphasizes the conventions of professional writing, including appropriate styles, voice, subjects, and techniques for gathering information. (Prereq.: ENL 220 or 221 or 226) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: Computer Assisted Reporting and Research This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of news reports and news features. This course is designed for persons wishing to explore the use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) English 195 ENL/FLM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or 228) ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. (Prereq.: Any 300-level writing course) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 299 Directed Study ENL 396 On-Campus Internships This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 Off-Campus Internships ENL 499 Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. 196 ENVIRONMENTAL STUDIES E nvironmental studies is the interdisciplinary investigation of human relations with the natural environment. The program pursues a multifaceted examination — across the natural sciences, social sciences, humanities, and professional studies — of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, environmental studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption, transportation, and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a B.A. or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple discipli- nary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the CedarRiverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in non-profit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty Michael Lansing (History, Director), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Keith Gilsdorf (Economics), John Harkness (English), Colin Irvine (English), Joan Kunz (Chemistry), Joe Underhill (Political Science), John Zobitz (Mathematics). Major 14 Courses (standard track or HECUA track) Standard Track Requirements (14 course credits): Core courses: SBS 100 Environmental Connections SCI 106 Introductory Meteorology SWK 210 Environmental Justice and Social Change POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or SOC 381 The City and Metro Urban Planning ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History Environmental Studies 197 ECO 365 Environmental Economics and Sustainable Development INS 399 Internship SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) HECUA Track Requirements (14 course credits): SBS 100 Environmental Connections SWK 210 Environmental Justice and Social Change ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/WST 313 Environmental Theology and Ethics (CGE) HIS 316 U.S. Urban Environmental History INS 345, INS 346, INS 399 (HECUA ENVIRONMENTAL SUSTAINABILITY SEMESTER, 4 course credits) SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity BIO 481 Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) Minor (7 courses) SBS 100 Environmental Connections CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I BIO 151 Introductory Biology BIO 152 Ecology, Evolution, and Diversity SWK 210 Environmental Justice and Social Change HIS 316 U.S. Urban Environmental History or ENL 270 Rites of Thematic Passage or REL 313/WST 313 Environmental Theology and Ethics (CGE) POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/WST 341 Environmental Politics (CGE) or ECO 365 Environmental Economics and Sustainable Development or SOC 381 The City and Metro-Urban Planning Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 198 Health, Physical Education, and Health Fitness FILM See listing under Communication Studies. FINANCE See listing under Business Administration. FOREIGN LANGUAGES See listing under Languages and Cross-cultural Studies. FRENCH See listing under Languages and Cross-cultural Studies. GERMAN See listing under Languages and Cross-cultural Studies. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS—HPF A ll students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Health Fitness. The philosophy of the department is to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Both recreational participants as well as athletes will find ample opportunity for developmental activities. The physical education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The health education program prepares students for careers in school health education and wellness. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The health fitness program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school Health, Physical Education, and Health Fitness 199 in any of the allied health fitness professions. All students seeking teaching licensure must receive a grade of 2.0 in all required courses with an HPF prefix. Health, Physical Education, and Health Fitness Faculty Eileen Kaese Uzarek (Chair), Sam Barber, Jennifer Britz, Chris Brown, Anthony Clapp, Carol Enke, Marilyn Florian, Paul Grauer, Aaron Griess, Frank Haege, Melissa Lee, Mike Navarre, Joyce Pfaff, Jessica Rinehart, Missy Strauch DEGREE AND MAJOR REQUIREMENTS. ■ HEALTH EDUCATION Health Education Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education, and Health Fitness HPF 215 Exercise and Health Psychology HPF 316 Human Sexuality HPF 320 School Health Curriculum HPF 357 Measurement in Health, Physical Education, and Fitness HPF 358 Assessment in Health and Physical Education HPF 390 Instructional Methods and Materials in Health Education HPF 410 Administration and Supervision of the School Health Program HPF 450 Current Health Issues BIO 103 Human Anatomy and Physiology PSY 250 Child Development OR PSY 252 Adolescent and Young Adult Development Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPF 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There is no teaching minor in Minnesota public schools) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ PHYSICAL EDUCATION Physical Education Major HPF 104 Components of Fitness Training HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education 200 Health, Physical Education, and Health Fitness HPF 205 HPF 220 HPF 254 HPF 275 HPF 324 HPF 334 HPF 335 HPF 340 HPF 350 HPF 351 HPF 357 HPF 358 HPF 473 BIO 103 Introduction to Health, Physical Education, and Health Fitness Motor Learning Introduction to Developmental and Adapted Physical Education Prevention and Care of Athletic Injuries K-6 PE Games and Activities 7-12 Sport Skills and Activities Outdoor Education Organization and Administration of Physical Education Programs Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Physical Education Curriculum Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPF 104, 115, 205, 324, 334, 351. (There is no teaching minor in Minnesota public schools) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The fol- lowing courses are recommended for those interested in coaching in Minnesota public schools: HPF 114 HPF 275 HPF 280 Safety Education Prevention and Care of Athletic Injuries Coaching Theory The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. ■ HEALTH FITNESS Health Fitness Major HPF 104 Components of Fitness Training HPF 110 Personal and Community Health HPF 114 Health and Safety Education HPF 115 Chemical Dependency Education HPF 205 Introduction to Health, Physical Education and Fitness HPF 215 Exercise and Health Psychology HPF 275 Prevention and Care of Athletic Injuries Health, Physical Education, and Health Fitness 201 HPF 300 HPF 305 HPF 350 HPF 351 HPF 357 HPF 430 HPF 445 Nutrition (Prior to Fall 2010, HLTH 345 Nutrition at Univ. of St. Thomas) Stress Management (Prior to Fall 2010, HLTH 375 Lifetime Stress Mgmt. at Univ. of St. Thomas) Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Epidemiology (Prior to Fall 2010, HLTH 400 Epidemiology at Univ. of St. Thomas) Health Fitness Seminar (Prior to Fall 2010, HLTH 449 Health Promotion Seminar* at Univ. of St. Thomas. *=HLTH 449 does not satisfy the keystone requirement. Students completing HLTH 449 will complete the keystone requirement outside of the major) HPF 450 HPF 499 Current Health Issues Internship in Health Fitness Select and complete one (1) of the following two (2) courses: HPF 315 Exercise Testing and Prescription HPF 330 Community Health Methods BIO 103 Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. HEALTH, PHYSICAL EDUCATION, AND HEALTH FITNESS COURSES. HPF 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students outside the HPF major. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but the skills an individual can use to assess, monitor, and discipline him/herself to maintain a lifestyle of fitness and wellness. (Fall, spring) HPF 002, 003 Lifetime Activity (.0 course) Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, spring) HPF 104 Components of Fitness Training This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) 202 Health, Physical Education, and Health Fitness HPF 110 Personal and Community Health Concepts and practices of health and healthful living applied to the individual and the community. (Prereq,: ENL 111. Fall) HPF 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) HPF 205 Introduction to Health, Physical Education, and Health Fitness (.5 course) An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a healthy lifestyle found on the wellness continuum, which includes physical, intellectual, spiritual, social, emotional, environmental, and occupational health. (Spring) HPF 215 Exercise and Health Psychology Study of the impact of psychological, behavioral, social, and biological interactions on health. Health promotion, adherence and maintenance, prevention and treatment of illness, stress management, and healthy lifestyles will be emphasized. (Spring) HPF 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPF 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall) HPF 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPF 114. Spring) HPF 315 Exercise Testing and Prescription (.5 course) This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPF 357. Fall) Health, Physical Education, and Health Fitness 203 HPF 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality (Prereq.: HPF 110. Spring) HPF 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of National Standards and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPF 110. Fall even years) HPF 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. (Spring) HPF 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills, teaching and officiating elected games and activities. (Fall) HPF 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. (Prereq.: HPF 104, HPF 114, HPF 205. Fall even years, spring even years) HPF 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPF 205. Fall) HPF 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Fall) HPF 351 Physiology of Exercise The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. (Prereq.: ENL 111, BIO 103. Spring) HPF 357 Measurement of Health, Physical Education, and Health Fitness (.5 course) Concepts of statistics and the use of statistical procedures in health, fitness and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Prereq.: MPG 3, HPF 104, HPF 220, and either HPF 110 or HPF 205. Fall) HPF 358 Assessment of Health and Physical Education (.5 course) Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPF 104, 220, 357 and either HPF 110 or HPF 205.) 204 Health, Physical Education, and Health Fitness HPF 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K6. An in depth view of all aspects of teaching physical education to elementary aged children. (Prereq.: HPF 104, HPF 324. Fall) HPF 368 Physical Education Methods (7-12) Procedures, materials, and issues involved in teaching physical education in secondary schools. (Prereq.: HPF 104, HPF 334. Spring) HPF 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. (Prereq.: HPF 110. Spring) HPF 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPF 110. Fall even years) HPF 450 Current Health Issues (.5 course) This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPF 110. Fall odd years) HPF 473 Physical Education Curriculum (.5 course) Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. (Prereq.: HPF 205. Fall) Internships and Independent Study Courses: HPF 199 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 299 Directed Study See description on page 100. HPF 399 Internship See descriptions for this and other internship options (on-campus, off campus, credit options ) on page 99. HPF 499 Independent Study/Research See description on page 100. Open only to junior or senior majors. HISTORY—HIS H istory is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Jacqueline deVries (Chair), Phil Adamo, Bill Green, Don Gustafson, Michael Lansing DEGREE AND MAJOR REQUIREMENTS. Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and 205 medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking and Writing skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. 206 History Medieval Studies Prerequisites The History Department also hosts the major in Medieval Studies. For more information, please refer to “Medieval Studies” in this catalog. Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. OTHER REQUIREMENTS. First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. HISTORY COURSES. HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. History 207 HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th-Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. 208 History HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or 112) HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 U.S. Urban Environmental History A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. History 209 HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 327 Racism and Resistance in Southern Africa and the U.S. Center for Global Education course. See International Studies section, Nation Building, Globalization, and Decolonizing the Mind (Namibia) HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (International Studies— Namibia) 210 History HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for Global Education. Cross-listed with Women’s Studies. HIS 360 Ancient Egypt and Classical Greece This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 361 Hellenistic Greece and Rome This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. HIS 370 The Late Middle Ages to 1648 This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, History 211 we will examine such issues as Pilgrimage, Holy War, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the Keystone requirement. (Prereq.: HIS 280. Generally offered fall and spring terms.) Internships and Independent Study Courses: HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 299 Directed Study See description on page 100. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. HIS 499 Independent Study/Research See description on page 100. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.50 GPA in history) 212 HONORS PROGRAM—HON T he Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or building an interactive museum exhibit. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, please contact Robert C. Groven, Honors Program Director, e-mail at <honors@augsburg.edu>. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admissions Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application located at <www.augsburg/honors.edu>. Students applying for the Honors Program also automatically apply for the College’s highest academic-based scholarships, the President’s, Honors Regents’, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, and PostSecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors Honors Program 213 Humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must: join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take: HON 340, HON 490 and any two other Honors courses. Honors Co-Curricular Activities Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their Houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events and high school research fairs. The Pike Stewards House coordinates public relations, job placement, and fund raising opportunities for all Honors students. Pike House also organizes events for alumni and fund raising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Honors Disputation League: Students organize, coach, research, write, and rehearse as teams which then compete in intramural debate tournaments held four times each year. Student House Presidents, Debate Captains, and Student Councils: Students elected to leadership within their Honors House may serve as House Presidents or Debate Captains. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. House Debate Captains organize the Inter-House Disputations and judge disputes among the Honors Houses. 214 Honors Program Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through studentcreated learning experiences. These student created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements at the same time, or simply be an elective. Student-created learning experiences may take any form. Some possible forms include: • Student Created courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year Fall • First-year students select Honors House membership. • First-year students not permitted to join Augsburg Honors Review or Honors Disputation League. • HON 100 Christian Vocation and the Search for Meaning I • HON 120 Scholar Citizen (includes theatre lab, critical thinking skill) Spring • HON 130 Liberating Letters (humanities LAF and speaking skill) • HON 111 Effective Writing (or advanced placement or transfer) Second Year Fall • Students invited to join HON 450 Augsburg Honors Review or HON 460 Honors Disputation League • HON 220: Scholar Scientist (one natural sciences and mathematics LAF and quantitative reasoning skill) Spring • HON 240: Science, Technology, and Citizenship (one natural sciences and mathematics lab LAF) Third Year Fall • Students invited to join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League • HON 250: Social Scientist (social and behavioral sciences LAF) • HON 340: Junior Colloquium (President or Dean teaches. P/N, no credit, meets twice each semester for 90 minutes) Spring • HON 230: Arts and the City (fine arts LAF) • HON 340: Junior Colloquium (same as Fall semester) Honors Program 215 Fourth Year Fall • Students may join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League in their fourth year • HON 200: Christian Vocation and the Search for Meaning II Spring • HON 490: Honors Senior Seminar Research Requirement: At some point before graduating, students must take at least two semesters of the following: • HON 450 Augsburg Honors Review • HON 460 Honors Disputation League • HON 470 Student/Faculty Research Collaboration Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without prior permission. • Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. HONORS COURSES. HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on great (and significant) primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). Based on the medieval liberal arts trivium (grammar, rhetoric, logic). (includes theatre lab) HON 130 The Liberating Letters Problem-based or question-based interdisciplinary humanities course. Emphasizes public uses of knowledge; uses resources of Cities; and satisfies the public speaking skill. HON 111 Honors Introduction to Effective Writing Linked with HON 130, this effective writing course employs a rhetoric-based and argument focused approach to writing. HON 200 Christian Vocation and the Search for Meaning II Honors section of REL 200. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. Fulfills graduation QR requirement. 216 Honors Program HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events. HON 240 Science, Technology, and Citizenship Multi-disciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Makes substantial use of the resources of the Twin Cities. Travel Seminar May include a Center for Global Education 10-day seminar, other international travel, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (P/N; 0.0 credit, meets twice a semester for 90 minutes each seminar.) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be .5 or 1.0 credit, may be traditional or P/N). HON 450 Augsburg Honors Review: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N only) HON 460 Honors Disputation: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving in the Disputation League. (0.0 credit, P/N only) HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the student/faculty research collaboration. (0.0 credit, P/N only) HON 490 Honors Senior Seminar This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying several great primary texts related to philosophy, rhetoric, vocation and meaning. INTERDISCIPLINARY STUDIES—INS I nterdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. LEADERSHIP STUDIES MINOR. Coordinator Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 Principles of Management (no prereq.) SOC 349 Organizational Theory (prereq. SOC 121 or permission of instructor) COM 345 Organizational Communication (no prereq.) POL 421 (Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (prereq. PSY 102 or 105) COM 321 Business and Professional Speaking COM 355 Small Group Communication (no prereq.) COM 410 The Self and the Organization (WEC) MIDDLE EAST STUDIES MINOR. The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. 217 218 Interdisciplinary Studies Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): ences, with at least one course to be selected in each area. 1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. See International Relations, page 220. PEACE AND GLOBAL STUDIES MINOR. 3. Area courses: three courses distributed among the humanities and social sciINTERDISCIPLINARY COURSES. INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) INTERNATIONAL RELATIONS I nternational relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill DEGREE AND MAJOR REQUIREMENTS. Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations Two of the following: HIS 332 History of U.S. Foreign Relations POL 363 Russian and Chinese Foreign Policies POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Six of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 368, 465 ECO 317, 360, 365 HIS 323, 346, 348, 350, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 382, 459 REL 356, 420 SOC 141 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Modern Languages) SWK 230 Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. 219 220 International Relations Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing: GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. S: one of the following IR electives: ECO 365, HIS 350, or PHI 355 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the international relations major, plus the following six courses: BUS 362 International Business ECO 317 Comparative Economic Systems Two of the following: BUS 368 Responding to the Challenges of Japan BUS 465 International Management MKT 466 International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The peace and global studies minor focuses on the centrality of justice, tolerance, and inter-cultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw International Studies 221 on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peacerelated activities. See International Relations program director for full program description. INTERNATIONAL STUDIES I nternational study at Augsburg aims to provide students the skills needed to be successful in today’s global world. The College’s strong commitment to a global perspective and its mission to “...nurture future leaders in service to the world,” provide the foundation to include international study in every student’s degree program. In addition to the following courses, students have over 200 programs in over sixty countries from which to choose the best opportunity for their discipline and personal needs. Contact Augsburg Abroad for advising on study abroad programs, finances, and academics. Augsburg Abroad is the front door for students and faculty interested in study abroad. More information about study abroad is located in the Augsburg Abroad section of this catalog. CENTER FOR GLOBAL. EDUCATION COURSES. ■ CROSSING BORDERS: GENDER AND SOCIAL CHANGE IN MESOAMERICA (MEXICO)—FALL This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and Guatemala, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program begins with a one-week seminar/orientation in the U.S-Mexico border region and ends with a two-week seminar in El Salvador. Students stay in guest houses while traveling, in Augsburg housing approximately six weeks, and with Mexican host families for four to six weeks. All students will be expected to take POL/WST 359, REL/WST 366, and at least one Spanish course. In addition, they may choose between taking a second Spanish course or completing an internship or field research (independent study). Prerequisite: one college-level Spanish course or its equivalent. 222 International Studies SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or or equivalent.) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. International Studies 223 REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequistes: SPA 212 or equivalent, internship application, and Spanish reference forms) HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ INTERNATIONAL BUSINESS AND GLOBAL CITIZENSHIP (MEXICO) — FALL This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico City, and short trips to other nearby regions in order to develop a broader perspective on globalization and international business issues. All students will take two Spanish language courses and BUS 495. For their fourth course, they may take Topics in Business Spanish, or complete an internship or independent study. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selection Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding students review all the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 224 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversations in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Taught by Mexican instructors.s (Prerequisite: SPA 311 or equivalent.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices on contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or the equivalent.) BUS 495 Global Business Issues and Developing Countries: Mexico and Beyond. This course examines global economic conditions today and explores vital issues, such as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers, government regulations’ shipping option, etc. Emphasis is on understanding issues from the perspective of both developed and developing countries, using Mexico as a case study. (Prerequisites.: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor). BUS/HIS/INS/POL/REL/SPA/WST 399 Internship The internship seminar is a rigorous academic course that involves not only approximately 100 hours of work experience and/or participant observation in a Mexican business, government agency, school, or other organization, but also participation in a seminar that explores cultural issues, organizational analysis, and personal and professional development through class discussions and written and oral assignments. Students seeking Spanish credit must receive approval from department chair to enrollment. International Studies 225 SPA 495 Topics in Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.) HIS/INS/POL/REL/WST 499 Independent Study Students who are highly independent and self-motivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical issues. This course option is intended for serious students who want to begin research related to a senior thesis or capstone project. ■ MIGRATION AND GLOBALIZATION: ENGAGING OUR COMMUNITIES (MEXICO)—SPRING This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. All students will be expected to take HIS/WST 357 and three of the following: POL/WST 341, one to two Spanish courses, an internship or independent study. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) 226 International Studies SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST 357 Mexican History, Culture, and Cosmovision This course traces the historical development of gender, class-based, and racial/ethnic oppression in Latin America from the Conquest to the present day, and explores the history of resistance and social change in Latin America. POL 341/WST 341 Globalization, Social Struggles, and the Environment Explores issues of globalization and social change in Mexico and analyzes political, social and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. HIS/INS/POL/REL/SPA/WST 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) International Studies 227 HIS/INS/POL/REL/SPA/WST 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. ■ SOCIAL WORK IN A LATIN AMERICAN CONTEXT (MEXICO)—SPRING This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisite: one college-level Spanish course or its equivalent. (Students may choose to study Spanish in Mexico during the month of January, prior to the start of the semester.) Priority is given to social work majors. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) 228 International Studies SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). ■ SUSTAINABLE DEVELOPMENT AND SOCIAL CHANGE (GUATEMALA, EL SALVADOR, NICARAGUA)—FALL OR SPRING This program introduces students to the key issues facing Central Americans. For two decades the people of Central America have been in upheaval and have experienced fundamental social and political change. Students examine the impact of revolution and civil war on the lives and culture of the people and the environment of Guatemala, El Salvador, and Nicaragua. International Studies 229 Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2) REL 366, 3) HIS/WST 355, and 4) POL 459. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) 230 International Studies HIS/WST/ISS 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 459 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. ■ NATION BUILDING, GLOBALIZATION, AND DECOLONIZING THE MIND: SOUTHERN AFRICAN PERSPECTIVES (NAMIBIA)—FALL OR SPRING This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. International Studies 231 HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles Against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. This replaces the Religion and Social Change course. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor HECUA COURSES. ■ SCANDINAVIAN URBAN STUDIES TERM: NORWAY (SUST)—FALL Participants will gain a deep understanding of contemporary Norway, using the welfare state and the notion of citizenship as the focus for investigation. The curriculum consists of three interrelated seminars that together give participants an understanding of how the welfare state has evolved and how it is practiced in the context of a social democracy undergoing major changes in response to immigration. Students explore the relationship between Scandinavian countries, the emerging democracies of Eastern Europe, the European Union, and broader global politics. Students have the option of Norwegian language study or an independent study project. INS 372 Norwegian Language INS 377 Challenges of Globalization to the Scandinavian Welfare State INS 393 Scandinavian Art and Literature INS 394 Urbanization and Immigration INS 499 Independent Study (Students may choose either INS 372 or 499) 232 International Studies ■ COMMUNITY INTERNSHIPS IN LATIN AMERICA: ECUADOR (CILA)—FALL AND SPRING The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship INS 499 Independent Study (2 course credits) ■ SUSTAINABLE DEVELOPMENT, ENVIRONMENT, AND CULTURE: BANGLADESH — SPRING The Sustainable Development, Environment, and Culture program addresses the challenges and prospects for development in Bangladesh through intensive classroom and field study of development models, Bengali culture, and religion. Throughout the semester students are led to develop complex understandings of how Bangladeshi citizens, non-governmental organizations, development agencies, and the government envision and implement plans for a more just and sustainable future. Getting to know key actors in Bangladesh’s development is at the core of the program, as is hands-on experience through internship and independent study. INS 307 Culture and Society (1.5 credits) INS 313 Sustainable Development INS 399 Internship (1.0 credit) and INS 397 Internship (.5 credit) (total 1.5 credits) Or INS 499 Independent Study/Research (1.0 credit) and INS 497 Independent Study/Research (.5 credit) (total 1.5 credits) International Studies 233 ■ DEMOCRACY AND SOCIAL CHANGE: NORTHERN IRELAND — SPRING The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) ■ DIVIDED STATES OF EUROPE: GLOBALIZATION AND INEQUALITIES IN THE NEW EUROPE — SPRING The Divided States of Europe program examines the development of the European Union (EU), including its historical foundations and institutional basis, contemporary, democratic, and social challenges, and its expansion to include the former communist nation-states of Central and Eastern Europe. The program explores the relationship between the EU and globalization and, in particular, questions whether the EU adequately addresses the human dimensions of globalization. Scandinavia and Poland will be used as case studies throughout the program; Scandinavia because of its strong democratic credentials, relatively evenly distributed wealth, and unique range of experiences with the European integration project; Poland because of its tumultuous history, recent accession to EU membership, and role as a major supplier of migrant labor within Europe. INS 371 Ever Closer Union: The Challenge of European Integration INS 376 Included but Excluded? Globalization and Human Rights in Europe INS 499 Independent Study 234 LANGUAGES STUDIES AND CROSS-CULTURAL T he Department of Languages and Cross-cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish. (A major in cross-cultural studies is being developed. See department chair or Academic Advising for details.) Introductory courses in Ojibwe and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages or linguistics is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-cultural Faculty Frankie Shackelford (Chair), Anita Fisher, Diane Mikkelson, Pary PezechkianWeinberg, Kate Reinhardt, Susana Sandmann, Donald Steinmetz, Dann Trainer, John vanCleve DEGREE AND MAJOR REQUIREMENTS. Major The major consists of ten courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, KEY 480, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Languages and Cross-cultural Studies 235 Minor Transfer Students The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture. All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. OTHER REQUIREMENTS. Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Study Abroad A semester of study abroad is required for majors and some study abroad is strongly recommended for minors. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Since spring term 2001, Augsburg College no longer offers a licensure program in modern languages. LANGUAGES AND CROSS-CULTURAL STUDIES COURSES. ■ AMERICAN SIGN LANGUAGE (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) ■ CHINESE (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. ■ FARSI (FAR) FAR 111/112 Beginning Farsi I, II An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. 236 Languages and Cross-cultural Studies ■ FRENCH (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. A prerequisite to other upper division courses. (Fall, Prereq.: 212) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Laboratory assignments. (Prereq.: FRE 311 or consent of instructor. Fall) Languages and Cross-cultural Studies 237 FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 299 Directed Study See description on page 100. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. FRE 499 Independent Study/Research See description on page 100. ■ GERMAN (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 Topics in Literature, Culture, or Linguistics GER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) 238 Languages and Cross-cultural Studies GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: GER 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 299 Directed Study See description on page 100. GER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. GER 499 Independent Study/Research See description on page 100. ■ JAPANESE (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian studies program and the University of Minnesota East Asian language department. Contact the East Asian studies director for more information. Languages and Cross-cultural Studies 239 ■ NORWEGIAN (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Laboratory work expected. (Fall: 111; spring: 112, Prereq.: 111) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: NOR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 299 Directed Study See description on page 100. 240 Languages and Cross-cultural Studies NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NOR 499 Independent Study/Research See description on page 100. ■ OJIBWE (OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the modern languages department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111) ■ SPANISH (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) Languages and Cross-cultural Studies 241 SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor. Spring) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses: SPA 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 299 Directed Study See description on page 100. SPA 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SPA 499 Independent Study/Research See description on page 100. 242 Mathematics MANAGEMENT INFORMATION SYSTEMS See listing under Department of Business Administration. MARKETING See listing under Department of Business Administration. MATHEMATICS—MAT M athematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg’s urban location allows students to gain experience working with mathematics through internships, cooperative education, and the colloquium course. Mathematics Faculty Matthew Haines (Chair), Pavel Belik, Tracy Bibelnieks, Suzanne Dorée, Kenneth Kaminsky, Jody Sorensen, John Zobitz Mathematics 243 DEGREE AND MAJOR REQUIREMENTS. Bachelor of Arts Mathematics Major Twelve courses including MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures MAT 324 Analysis MAT 373 Probability and Statistics I Two MAT electives numbered above 200, at least one of which is numbered above 300. Students may petition the department to substitute alternative mathematics or mathematics-intensive courses for one or two MAT courses numbered above 200. Such substitutions must be justified by a compelling academic rationale presenting a coherent program of study, typically relating mathematics to another discipline. Three supporting courses from the following list or substitutes with departmental approval: CSC 160 (recommended), CSC 170, CSC 320, ECO 112 or ECO 113 (not both), ECO 318, ECO 490, ESE 330, FIN 331, MAT 163, MAT 173, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. No more than one of MAT 163, PSY 215, or SOC 362 may count toward the supporting courses. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Graduation skills in Critical Thinking (CT) and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 and the major or a course outside the department; consult your MAT adviser for recommendations. Also, consult your MAT adviser for requirements for meeting Quantitative Reasoning (QR). Students transferring in mathematics course(s) towards the major must consult their MAT adviser about potential additional skills courses needed. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Bachelor of Science Mathematics Major The requirements for the Bachelor of Science degree are the same as for the Bachelor of Arts degree with mathematics major except that two MAT electives and three supporting courses must be chosen from a focus area approved by the department. Sample focus areas: Business, Economics, or Actuarial Science: Two of MAT 355, 363, 374, 377 or approved 395; Three of CSC 160, ECO 112 or 113; MAT 163, MAT 173, ECO 318, ECO 490, or FIN 331. Computational Mathematics: Two of MAT 355, 363, 377, or approved 395; CSC 160, CSC 170; and either MAT 163 or CSC 320. Physical Sciences: Two of MAT 247, 327, or 355; CSC 160 or MAT 163; PHY 121122 or CHM 115-116. Teaching Mathematics: MAT 252; MAT 287; MAT 314; ESE 330; CSC 160. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. 244 Mathematics Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the major, with the electives specified as: CSC 160, MAT 252 Exploring Geometry, MAT 287 History of Mathematics, MAT 314 Abstract Algebra, and ESE 330 5-12 Methods: Mathematics. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I; MAT 163 Introductory Statistics; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.50 in MAT courses numbered above 200, 3.00 overall GPA, an honors project, and approval of the Mathematics Department. Specific requirements are available from the department. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163, MAT 252, MAT 271, and MAT 287. Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. OTHER REQUIREMENTS. Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Mathematics 245 MATHEMATICS COURSES. MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) Note: Students may not receive credit for more than one of MAT 123, MAT 131, or MAT 137. Students may not receive credit for more than one of MAT 129, MAT 132, or MAT 138. Students who have successfully completed a higher number MAT class, a statistics class, or any other quantitative reasoning class must obtain departmental approval before registering for MAT 123, 129, 137, or 138. MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I & II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3 for MAT 137; MAT 137 or MPG 4 for MAT 138) MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) 246 Mathematics MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3, Coreq.: CSC 160) MAT 173 Math of Interest Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3) MAT 201 Communicating Mathematics (.5 course) An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count toward the mathematics major or minor. Completion of this course plus two MAT courses numbered above 250 taken at Augsburg that include significant speaking assignments satisfies the College’s speaking skill requirement. (Prereq.: MAT 146) MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 247 Modeling and Differential Equations Concepts of differential equations including methods of solving first and second order equations and modeling using difference equations and differential equations with an emphasis on applications to the sciences. (Prereq.: MAT 146) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 163 and MAT 145. Also recommended: CSC 160) Mathematics 247 MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq. : MAT 145) Students are expected to have completed ENL 111 and either MAT 201 or a speaking skill course before enrolling in any MAT course numbered above 300. MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246 and MAT 271) MAT 324 Analysis Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271. Also recommended: additional MAT course numbered 200 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. (Prereq: MAT 146 and CSC 160) MAT 363 Chaotic Dynamical Systems Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, 247, or 271) MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.(Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373 for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. (Prereq.: MAT 246) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. (Prereq: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) 248 Mathematics MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study courses: MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prereq. for upper division: at least one upper division MAT course, junior or senior standing) See also description on page 99. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 100. MEDIEVAL STUDIES T HIS 370 Late Middle Ages HUM 499 Keystone, Medieval Studies Project The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. One (1) of the following religion or philosophy courses: HIS 372 Medieval Church PHI 242 Medieval and Renaissance Philosophy REL 361 Church in the First Four Centuries REL 362 Theology of the Reformers he objective of Medieval Studies is to introduce students to the culture of the Middle Ages — its diverse history and beliefs, its arts and literature — and to the disciplinary and interdisciplinary skills necessary for its serious study. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), John Harkness (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) DEGREE AND MAJOR REQUIREMENTS. Major Nine courses, including: Four (4) core requirements: HUM 120 Medieval Connections HIS 369 Early and Middle Ages One (1) of the following literature courses: ENL 330 Shakespeare ENL 332 Renaissance and Reformation ENL 360 The Medieval World ENL 361 The Classical Tradition One (1) of the following history of arts courses: ART 386 Medieval Art ART 387 Renaissance and Baroque Art MUS 231 History and Literature of Music I THR 361 Theatre History and Criticism I Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 249 250 Medieval Studies Minor Quantitative Reasoning (QR) Skills Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). OTHER REQUIREMENTS. Language Requirement Students must take one year of collegelevel Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Fulfilled outside the major. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of adviser is required for all Augsburg Experiences related to Medieval Studies. COURSES. HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, please refer to the specific departments elsewhere in the catalog. METRO-URBAN STUDIES—INS M etro-Urban studies is a multidisciplinary major and minor taught by faculty in sociology, economics, history, political science, social work, art, and other related disciplines. Metro-Urban studies is designed to blend classroom, theory, field studies, and internships that focus the content of liberal learning on the metropolitan community and the process of urbanization. Metro-Urban studies introduces students to the wide variety of careers related to urban and metropolitan affairs and equip students with the analytical and theoretical tools required to understand and contribute to the metropolitan community. The Metro-Urban studies major and minor also provide undergraduate preparation for postgraduate studies in planning, architecture, law, public administration, environmental studies, social welfare, government, community organization, and theology. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College’s location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Garry Hesser (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael Lansing (HIS), Lars Christiansen, Nancy Fischer (SOC), Michael Shock (SWK), Kristin Anderson (ART) DEGREE AND MAJOR REQUIREMENTS. Major Ten courses including: ECO 113 Principles of Microeconomics POL 122 Metropolitan Complex SOC 111 Community and the Modern Metropolis HIS 316 U.S. Urban Environmental History or HIS 225 History of the Twin Cities or HIS 335 Urban American History or ART 249/349 HIS 249/349 The Designed Environment SOC 362 Statistical Analysis or POL 483 Political/Statistics/ Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. HECUA off-campus programs are highly recommended, especially the MetroUrban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 251 252 Metro-Urban Studies Minor POL 122, SOC 111, HIS 316/225/ 249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. METRO-URBAN STUDIES COURSES. Internships and Independent Study Courses: INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. INS 299 Directed Study See description on page 100. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) INS 499 Independent Study/Research See description on page 100. (Prereq.: POL 484 or SOC 363) ■ URBAN STUDIES OPTIONS THROUGH HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, South America, Central America, Northern Ireland, and the Twin Cities. Also see International Studies listings. URBAN STUDIES COURSES. ■ I. METRO-URBAN STUDIES TERM (MUST)—FALL OR SPRING This Semester in the Cities program focuses upon the Twin Cities metro area. INS 358 Reading Seminar: Contested Theories of Poverty, Inequality and Social Change Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Metro-Urban Studies 253 INS 359 Field Seminar: Social Policy and Anti-Poverty Strategies in Theory and Practice Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing—views on the Twin Cities “civic ideology.” Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. INS 399 Internship (2 course credits) See description on page 99. ■ II. CITY ARTS—SPRING Study of the politics of artistic expression and the relationship between emerging art and urban cultures. Minneapolis-St. Paul provides rich resources for the program. INS 330 Field Seminar: Arts Praxis Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. INS 331 Creating Social Change: Art and Culture in Political, Social and Historical Context Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. INS 399 Internship (2 course credits) See description on page 99. ■ III. ENVIRONMENTAL SUSTAINABILITY: SCIENCE, POLITICS, AND PUBLIC POLICY — FALL Focuses on the social, scientific, ecological, and economic underpinnings of public policy and conflict over natural resources and environmental quality. INS 345 Social Dimensions of Environmental Change INS 346 Adaptive Ecosystem Management INS 399 Internship and Field Methods (2 course credits) ■ IV. WRITING FOR SOCIAL CHANGE INS 354 Reading for Social Change: Writing in Context INS 355 Writing for Social Change: Creative Writing Workshop INS 399 Internship and Integration Seminar (2 course credits) ■ V. SEE HECUA UNDER INTERNATIONAL STUDIES 254 MUSIC—MUS T he Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle, Rena Kraut, Steve Lund, K. Christian McGuire, Laurie Merz, Vladan Milenkovic, Rick Penning, Michael Petruconis, O. Nicholas Raths, Andrea Stern, Sonja Thompson, Shannon Wettstein, Angela Wyatt Fine Arts Manager Randall Davidson Fine Arts Coordinator Cathy Anderson Fine Arts Facilities Manager Karen Mulhausen DEGREES/MAJORS. Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a certified music therapist. Music 255 Music Minor Music Music business **All music majors and music minors** must choose and apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications are in the Music Department Student Handbook. Transfer students should meet with a music degree adviser as soon as possible after enrolling at Augsburg. DEGREE AND MAJOR. REQUIREMENTS. Music Core MUS 101 MUS 111 MUS 102 MUS 112 MUS 201 MUS 211 MUS 202 MUS 212 MUS 231 Materials of Music I Aural Skills I Materials of Music II Aural Skills II Materials of Music III Aural Skills III Form and Analysis Aural Skills IV History and Literature of Music I MUS 232 History and Literature of Music II Piano Proficiency Test (see Music Department Handbook) Music Repertoire Tests (see Music Department Handbook) Graduation Skills for Music Majors: The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the music major. Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. For the music major, the graduation skill in Speaking (S) will be met by completing the following course: Bachelor of Arts in Music: S: MUS 341 — Basic Conducting Bachelor of Arts in Music with a Music Business Concentration: S: MUS/BUS 105 — The Music Business Bachelor of Music Performance: S: MUS 341 — Basic Conducting Bachelor of Music Education: S: MUS 341 — Basic Conducting MUP 1xx-4xx Performance Studies Bachelor of Science in Music Therapy: S: MUS 363 — Expressive/Creative Arts in Healing MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit) Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 121: Large Augsburg Ensemble Four to eight semesters in accordance with degree requirement ■ BACHELOR OF ARTS Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study 256 Music or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core and: MUS 341 Basic Conducting MUS 458 Senior Recital One (1.0) credit of approved courses outlined in the Music Department Student Handbook. One (1.0) credit of upper division music courses. MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed for the music/business student). Faculty Adviser: Ned Kantar B.A. in Music with Music Business Concentration Requirements: Music core and: ECO 113 Principles of Microeconomics MIS 260 Problem Solving ACC 221 Principles of Accounting I BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking MUS 458 Senior Recital MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 121 Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music 257 B.A. in Business Administration with Specialization in Music Business MUS 232 History and Literature of Music II Requirements: One (1.0) credit of additional music courses ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I ACC 222 Principles of Accounting II BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship COM 111 Public Speaking 3 MUS credits — OR — 2 MUS credits and 1 MUE credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting One of the following two: MUS 231 History and Literature of Music I MUE 111 or 112 or 114 or121 & MUP 1xx-2xx Performance Studies (.25 credit) Four semesters in a large Augsburg ensemble and four (.25 credit) semesters of performance studies in the major instrument/voice Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS/BUS 105 The Music Business: Marketing, Promotion, Publishing, Recording ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Principles of Accounting I MUS/BUS 399 Internship (approved for the Music Business Minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship 258 Music All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) ■ BACHELOR OF MUSIC Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. Faculty Advisers: Robert Stacke—Instrumental Peter Hendrickson—Vocal Requirements Music core and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two areas of emphasis: Vocal emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) MUS/THR 235 Music Theatre (.5 credit) Instrumental emphasis: MUS 344 Instrumental Conducting (.5 credit) MUS 129 Improvisation (0.0 credit) two semesters, OR MUS 129 one semester AND MUS 143 one semester Music elective (1.0 credit) MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 2xx-4xx Performance Studies (.5 credit) Six semesters of hour lessons in the major instrument/voice (second, third, fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instru- Music 259 ment/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 121 (.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds and percussion, Band; strings, Orchestra; voice, Choir). You must participate in the ensemble for which you want to teach. (total= 2.0 credits) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) Two semesters in a chamber music course on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice ■ BACHELOR OF MUSIC Music Performance Major A focused classical training program designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and studio teaching, professional performance opportunities, auditions, and graduate school. Acceptance to the program is by application and audition (see Handbook). Faculty Adviser Jill Dawe Requirements Music Core and: MUP 1xx Performance Studies Two semesters of half hour lessons (0.25 credit) in major instrument MUP 2xx-4xx Performance Studies Six semesters of one hour lessons (0.5 credit) in major instrument MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) At least four semesters Chamber Music playing on major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) (see Handbook) MUE 111 or 114 or 121or 141 Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral Elective (1.0 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 Opera Workshop. Keyboard Majors: MUS 436 Piano Repertoire MUS 456 Piano Pedagogy Elective (1.0 credit) Instrumentalists: MUS356 MusicMethods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) Electives (1.5 credit) 260 Music ■ BACHELOR OF SCIENCE Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is minimally a four-and-one-half-year degree program, which includes a full-time (six months or 1,040 hours) internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core and: MUS 271 Music Therapy Techniques and Materials MUS 274, 275 Music Therapy Practicums MUS 363 Expressive and Creative Arts in Healing MUS 372, 375 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 473 Music Therapy Senior Seminar MUS 474, 475 Music Therapy Practicums MUS 479 Music Therapy Clinical Internship MUS 458 Half Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds MUS 345 Music Therapy Methods II: Voice, Piano, Percussion One of the following two: SOC 362 Statistical Analysis PSY 215 Research Methods: Design Procedure, and Analysis I MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano, guitar, and vocal proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/ Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: Music 261 • submit an application for admission during the first semester of residency at Augsburg • submit a copy of a current academic transcript and transferred credits with the application • submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Department Student Handbook) • complete the piano, guitar, and vocal proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s performance at his or her first jury. Departmental Honors Students may apply for departmental honors by submitting an honors project proposal to the music faculty during the first semester of the senior year. Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study. The honors proposal should clearly outline a project that goes well beyond required coursework, and could include but is not limited to one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Registration in performance studies in the major instrument/voice is required during the semester in which a degree recital is given. At least two fulltime music faculty members and the student’s private instructor will evaluate junior and senior recitals. Recitals are graded on a pass/fail basis. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student recitals may be considered for departmental sponsorship. All music degree recitals must meet the academic guidelines set forth in this catalog. • B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. • B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. • B.A. and B.S. degree senior recitals (MUS 458) will be one-half hour in duration. ■ EXAMINATIONS Piano Proficiency All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. 262 Music MUSIC COURSES. Many music courses are offered alternate years. Consult the registrar’s website <www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each term. ■ THEORY AND MUSICIANSHIP MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.00) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) Music 263 MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) ■ HISTORY AND LITERATURE MUS 130 Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232) Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire is studied within cultural and historical contexts; listening is emphasized; and each course fulfills the LAF required skill in writing. 264 Music MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from instructor) MUS 436 Piano Repertoire (.5 course) A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232) ■ MUSIC THERAPY MUS 271 Music Therapy Techniques and Materials (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Methods I: Strings, Brass, Woodwinds Basic techniques for strings, brass, and woodwinds with application for the use of these instruments for music therapy. MUS 345 Music Therapy Methods II: Voice, Piano, Percussion Basic techniques for voice, piano, and percussion with application for the use of these instruments for music therapy. MUS 363 Expressive and Creative Arts in Healing An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Music 265 MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a registered music therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency test) MUS 479 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (1040 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. ■ MUSIC BUSINESS MUS 105 The Music Business: Marketing, Promotion, Publishing, Recording An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. This course is also offered as BUS 105. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS/BUS 105) ■ METHODS AND PEDAGOGY MUS 355 MUSIC METHODS: STRINGS (.5 course) MUS 356 MUSIC METHODS: BRASS/PERCUSSION MUS 357 MUSIC METHODS: WOODWINDS (.5 course) (.5 course) 266 Music MUS 359 MUSIC METHODS: VOCAL MUS 456 Piano Pedagogy (.5 course) (.5 course) Explores methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that fulfills the LAF Augsburg Experience requirement. ■ APPLIED SKILLS AND GROUP LESSONS MUS 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 155A Class Piano (.25 course) This class teaches basic piano skills including scales, chord progressions, harmonization, sight-reading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) Music 267 MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) ■ PERFORMANCE STUDY/CHAMBER MUSIC/RECITALS/ACCOMPANYING MUP 1xx-4xx Performance Studies Performance Studies provide a unique opportunity for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student. Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits (one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may qualify to have their lesson fee waived (one instrument per semester for half-hour weekly lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department. Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the student. Please check with the music office or use the search option on AUGNET Records and Registration to get the correct course section for instruments with more than one teacher. MUP 111-211-311-411 Voice MUP 132-232-332-432 Bassoon MUP 116-216-316-416 Electric Bass MUP 133-233-333-433 Clarinet MUP 121-221-321-421 Violin MUP 134-234-334-434 Saxophone MUP 122-222-322-422 Viola MUP 135-235-335-435 Flute MUP 123-223-323-423 Cello MUP 137-237-337-437 Horn MUP 124-224-324-424 Bass MUP 141-241-341-441 Trumpet MUP 131-231-331-431 Oboe MUP 142-242-342-442 Trombone MUP 143-243-343-443 Baritone MUP 181-281-381-481 Organ MUP 144-244-344-444 Tuba MUP 191-291-391-491 Harp MUP 152-252-352-452 Piano MUP 192-292-392-492 Improvisation MUP 161-261-361-461 Guitar MUP 193-293-393-493 Composition 268 Music MUP 171-271-371-471 Percussion The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) MUE 143 Jazz Ensemble (.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. MUE 294 Opera Workshop (1.0 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUE 494 Opera Workshop (.25 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUP 159 Piano accompanying Professional accompanying/weekly coaching for singers and instrumentalists. Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and coaching with a professional pianist. MUP fee schedule applies. (see Handbook) MUS 358 Junior Recital (.0 course) B.M. candidates only. One-half hour recital at repertoire level III for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.0 course) One-half hour recital at repertoire level III for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.0 course) B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one hour recital at level V for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. Music 269 LARGE ENSEMBLES Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, or Riverside Singers) for credit will satisfy the ensemble requirements of the music major, music minor, and Liberal Arts Foundation requirements. Large ensemble requirements are fulfilled by yearlong participation with 0.25 credit granted each semester, and non-music majors may choose traditional or P/N grading or an audit (V) designation. (A maximum of two credits for large ensemble participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency. Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. MUE 111 Augsburg Choir (.25 course) MUE 112 Riverside Singers of Augsburg (.25 course) MUE 114 Masterworks Chorale (.25 course) MUE 121 Orchestra (.25 course) MUE 141 Concert Band (.25 course) ■ INTERNSHIPS AND INDEPENDENT STUDY COURSES MUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 299 Directed Study See description on page 100. MUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research See description on page 100. Open only to advanced students upon approval of the faculty. 270 NATURAL SCIENCE TEACHING LICENSURES T he natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. LICENSURE REQUIREMENTS. Broad Base Requirements (also for 5-8 general science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 121 Human Biology and Lab BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology courses are required, along with: Two additional science courses chosen from the following list: PHY 101 Astronomy SCI 106 Meteorology An introductory geology course Natural Science Teaching Licensure 271 Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 or BIO 367 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II 272 NORDIC AREA STUDIES—NAS N ordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Minor Four upper division courses. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Modern Languages. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NAS 352 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) and Writing (W) graduation skills. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. NORDIC AREA STUDIES COURSES. NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Nordic Area Studies 273 NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 372 Norwegian Language and Culture (See International Studies, Scandinavian Urban Studies Term) NAS 377 Scandinavia in the World (See International Studies, Scandinavian Urban Studies Term) ART 382 Scandinavian Arts (See Department of Art) NAS 393 Norwegian Art and Literature: Perspectives on Social Change (See International Studies, Scandinavian Urban Studies Term) NAS 394 Urbanization and Development in Scandinavia (See International Studies, Scandinavian Urban Studies Term) Internships and Independent Study Courses: NAS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 299 Directed Study See description on page 100. NAS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. NAS 499 Independent Study/Research See description on page 100. NORWEGIAN See listing under Languages and Cross-cultural Studies. 274 NURSING—NUR T he Augsburg Department of Nursing is designed exclusively for registered nurses who want to increase their opportunities in the healthcare field. The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own private practices. Wherever they work, nurses provide comprehensive health care for persons, groups, and communities of diverse cultures and socioeconomic levels throughout the life span. The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg’s nursing program, which leads to a bachelor of science degree with a major in nursing, is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Magdeline Aagard, Marty Aleman, Katherine Baumgartner (Coordinator BSN program in the Minneapolis/St. Paul), Ruth Enestvedt (Coordinator of Augsburg Central Nursing Center), Joyce Miller, Sue Nash (Coordinator BSN program in the Minneapolis/St. Paul), Joyce Perkins, Pauline Utesch Adjunct Faculty: Linda Holt (Coordinator BSN program in the Minneapolis/St. Paul), Tabitha Hanson, Jeannie Jacobson, Barbara Knutson, Susan Loushin, April Morehouse, Deborah Schuhmacher, Debra Zaffke DEGREE AND MAJOR REQUIREMENTS. Major Seven courses including: NUR 300 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The Critical Thinking (CT) graduation skill is embedded throughout the required courses in the nursing major and is met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: NUR 305 — Communication Consult the department chair or an academic adviser for requirements for meeting the Writing (W) and Quantitative Reasoning (QR) graduation skills. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to their course requirements to fulfill each of these graduation skills. The program has been planned so that courses in the nursing major can be completed over 15 months (full-time study, two courses per term) with a summer Nursing 275 break; however, students may pursue their studies at a slower and more flexible pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN admissions staff in the Adult and Graduate Admissions Office for program planning. Departmental Honors Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regarding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 94. ENTRANCE REQUIREMENTS. The following steps may be taken in any order, but all must be completed prior to application for admission into the nursing major. 1. Submit an application to Augsburg College. All applicants must present a high school diploma or equivalent and a 2.20 GPA. 2. Graduation from a nationally accredited nursing program: Applicants must have graduated from a nationally accredited associate degree or diploma nursing program with a 2.50 overall GPA. 3. Unencumbered RN licensure: The applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major. 4. Current clinical practice: Applicants must give evidence of current clinical nursing practice (within the past five years). This may include graduation from a school of nursing, work experience, completion of a nursing refresher course, or an acceptable equivalent. 5. Applicants must have an updated immunization record. 276 Nursing Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a nursing degree. Nursing courses at Augsburg are available evenings and weekends. Nursing classes usually meet on alternate weekday evenings for three-to-four-hour time blocks. Clinical practicum requirements usually occur on weekdays. Optional immersion practicums abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus; at United, Mercy, Unity, and Children’s Hospitals in St. Paul, Coon Rapids, and Fridley, Minn.; and in Rochester, Minn. NURSING COURSES. NUR 300 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment.) NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. (Prereq.: NUR 300 or concurrent enrollment.) NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or consent of instructor.) NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq: Math Placement 3 or MAT 105, completion of NUR 300-level courses.) NUR 411* Community Health Nursing II Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq: NUR 410) Nursing 277 NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) See description on page 100. Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and clinical practicum hours. 278 PHILOSOPHY—PHI P hilosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, the Christian ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach DEGREE AND MAJOR REQUIREMENTS. Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for course listing. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy 279 Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. PHILOSOPHY COURSES. PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) 280 Philosophy PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). PHI 344 History of Philosophy IV: 20th-21st Century Philosophy The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of knowing, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Philosophy 281 PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 388 Seminar in Philosophy This course focuses on one philosopher, one philosophical writing, and/or on one topic in philosophy. Students work on preparing an in-depth thesis paper on some aspect of the course through discussion of the course material. Short lectures are used to introduce students to the material followed by discussion and debate to move students into the depths of the material. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor. Offered annually) PHI 490 Keystone This course integrates the student’s general education experience with an overview of specific themes in philosophy. Internships and Independent Study Courses: PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 299 Directed Study See description on page 100. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHI 499 Independent Study/Research See description on page 100. PHYSICAL EDUCATION See listing under Health, Physical Education, and Health Fitness. 282 PHYSICS—PHY P hysicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the preengineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David Murr, Ben Stottrup, David Venne Physics Research Staff Jennifer Posch DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II Physics 283 MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245, 247 Calculus III and Modeling and Differential Equations or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ■ BACHELOR OF SCIENCE Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. OTHER REQUIREMENTS. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 247 (or PHY 327) during the sophomore year. 284 Physics Teaching Licensure Major Society of Physics Students The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II PHYSICS COURSES. PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: MPG 3) Physics 285 SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratory/lecture periods. Prereq.: elementary education major and MPG 3. Fall, spring) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three onehour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) 286 Physics PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 247 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 247 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 247 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor. Fall) Physics 287 PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses: PHY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 299 Directed Study See description on page 100. PHY 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. PHY 499 Independent Study/Research See description on page 100. Open to juniors and seniors with departmental approval. 288 POLITICAL SCIENCE—POL F irmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Joseph Underhill (Chair), Andrew Aoki, Milda Hedblom, Elizabeth Klages, Norma Noonan, John Shockley DEGREE AND MAJOR REQUIREMENTS Political Science Major Ten courses: POL 158 Political Patterns and Processes POL 483 Political/Statistics/Methodology POL 484 Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: S: POL 325, POL 326, or POL 380 Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Political Science 289 Pre-Law Concentration in Political Science POL 160 POL 170 Major: 11 courses required III. Four Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 370 POL 371 POL 381 POL 421 POL 461 ECO 312, 313, 413 (only one of these can be used for this requirement) SOC 381 Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives — five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science Major: 11 courses required. I. Six Specific Courses ECO 112 or 113 POL 121 or 122 POL 325 OR 326 POL 399 (internship must be approved by political science adviser) ECO 490, POL 483, or SOC 362 (only one can be used for this requirement) POL 484 II. One Course from the Following: POL 121 POL 122 POL 124 POL 140 POL 158 NOTES 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. 4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses required in Section III. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. 290 Political Science Minor NOTES Five courses, including POL 121 or 122 or 170; POL 158; and at least three upperdivision courses in three out of five political science areas. POL 483 may not usually be used for a minor. 1. POL 140 can be substituted for POL 122, with adviser approval. Pre-Law Minor: six courses required 3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses required in Section II. Four Required Courses: POL 121 POL170 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 SPC 111 Two Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor: 6 courses required I. Three Specific Courses POL 121 or 122. POL 325 OR 326 POL 399 (internship must be approved by adviser) II. Three Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 381 POL 421 POL 461 ECO 312, 313, or 413 SOC 381 2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Education Courses: EDC 200 Orientation to Education (required for licensure) ESE 310 5-12 Methods: Social Studies — Capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses Political Science 291 In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. POLITICAL SCIENCE COURSES. ■ I. AMERICAN GOVERNMENT AND POLITICS POL 121 American Government and Politics Surveys major parts of American national government — including Congress, the presidency, and the courts — as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) 292 Political Science POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) ■ II. COMPARATIVE POLITICS AND ANALYSIS POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) Political Science 293 POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) ■ III. INTERNATIONAL POLITICS POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence) ■ IV. PUBLIC LAW POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) 294 Political Science POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) ■ V. POLITICAL THEORY AND ANALYSIS POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158, POL 483, and two upper division courses, or consent of instructor) Political Science 295 ■ VI. SEMINARS, INDEPENDENT STUDY, AND INTERNSHIPS POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses: POL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. P/N grading unless internship supervisor grants exception. POL 299 Directed Study See description on page 100. POL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. POL 499 Independent Study/Research See description on page 100. 296 PSYCHOLOGY—PSY P sychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, association with Augsburg’s active Psychology Club, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty David Matz (Chair), Barbara Curchack, Grace Dyrud, Stacy Freiheit, Lisa Jack, Bridget Robinson-Riegler, Nancy Steblay DEGREE AND MAJOR REQUIREMENTS. Major The major is 10 courses Foundations of Psychology (five courses) PSY 105 Principles of Psychology PSY 215 Research Methods and Statistics I PSY 315 Research Methods and Statistics II At least one course from the following: PSY 325 Social Behavior PSY 354 Cognitive Psychology PSY 355 Biopsychology At least one course from the following: PSY 491 Advanced Research Seminar PSY 493 Seminar: Contemporary Issues Professional Perspectives (two courses) PSY 399/396 Internship At least one course from the following: PSY 201 Health Psychology PSY 263 Sports Psychology PSY 357 Behavioral Analysis PSY 359 Assessment PSY 373 Industrial/Organizational Psychology PSY 385 Counseling Psychology PSY 410 Clinical Neuropsychology Electives (three courses in psychology) Majors are strongly encouraged to take more than the minimum 10 required psychology courses; no more than 13 course credits can count for graduation. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, and 499 may be counted. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academ- Psychology 297 ic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students of either major with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.00 in the major and 3.50 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Please consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399/396, and 499 may be counted. 298 Psychology PSYCHOLOGY COURSES.. PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods and Statistics I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APAstyle presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness issues, courtroom procedures, and forensic clinical practice. (Prereq: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of the physical environment, both natural and human-made, on behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology An introduction to psychological disorders and treatment. (Prereq.: PSY 105) Psychology 299 PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq: PSY 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. (Prereq.: PSY 105) PSY 315 Research Methods and Statistics II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with junior standing) 300 Psychology PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include personnel selection and evaluation, career development, conflict and decision-making, group processes, and organizational change. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 381 Historical Perspectives Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with junior standing) PSY 385 Counseling Psychology Principles and methods involved in the counseling process. Consideration of goals and ethical guidelines for the counseling relationship. (Prereq.: PSY 215, or PSY 105 with junior standing) PSY 410 Clinical Neuropsychology The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary professional issues and social policy from a psychological viewpoint. Faculty-supervised student research. (Prereq.: PSY 315 or consent of instructor) Psychology 301 Internships and Independent Study Courses. PSY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 100. (Prereq.: PSY 105) PSY 399/396 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Weekly class meetings are required for this course. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. The internship satisfies the Keystone requirement. (Prereq.: PSY 315) PSY 499 Independent Study/Research See description on page 100. (Prereq.: PSY 315) 302 RELIGION, YOUTH MINISTRY—REL, YFM R eligion asks questions and seeks answers fundamental to humanity’s search for meaning: Who are we as human beings? (Who am I?) What is our relationship with each other, with the natural world, and with God? (What is my place in the world? What am I called to do?) What do good and evil mean in this time and this place? (Do I — or how do I — understand these concepts differently than those from different times and ages?) The study of religion, including inquiry into the history and traditions of Christianity, exploration of other major world religious traditions, study and interpretation of the Hebrew Bible and New Testament, and reflection on vocation, is central to the mission and vision of Augsburg College. At the center of the AugCore, Augsburg’s general education program, are courses in the Religion Department. In these courses, students are challenged and equipped to articulate what they believe and to see that what they believe matters. These courses also ground students who wish to major or minor in Religion or Youth and Family Ministry, where they may more explore more deeply the interpretation of the Bible, church history, theology, world religions, spirituality and spiritual practices, as well as the practical aspects of the life and work of the church. Augsburg is a college of the Evangelical Lutheran Church in America (ELCA), and this means that we are eager to engage in dialogue with Christians of all denominations and with people who practice other spiritual traditions or claim no religious beliefs. We challenge all our students to respect and learn from one another and to AND FAMILY think critically about matters of faith and reason. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma GENERAL REQUIREMENTS. Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Graduation Requirements Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology Religion 303 at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. RELIGION—REL A religion major serves as a strong foundation in the liberal arts. It prepares students for professional work and/or graduate studies in a wide array of fields. Certainly, students interested in seminary and ministry are well-served by an undergraduate religion degree. Students who wish to pursue graduate studies in theology, religious studies, sacred scripture, or church history are also good candidates for a religion major. Students interested in graduate studies in most any field in the humanities and social sciences could choose a religion major. Law schools and other professional schools, including medical schools, are attracted to students with a religion degree and the skills of analytic reading, critical thinking, writing, and speaking acquired in pursuit of that degree. DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS Religion Major Eight courses including: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: REL 302, 386 or consult with your adviser for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 304 Religion Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Religion Minor Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in youth and family ministry (YFM) may count toward the religion major or minor. Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) RELIGION COURSES. REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100, 111, 221, 300, or 331; also ENL 111 or 112 or HON 111) REL 206 Apostles of Hope This course will explore how Israel adapted, resisted, fractured into sects, and was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of the Roman order? Religion 305 REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 Interpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand’s contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. 306 Religion REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between theology and social/political transformation. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 378 Medieval Church (See description under HIS 378) REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). Religion 307 REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. REL 405 Lilly Scholar Seminar I (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 406 Lilly Scholar Seminar II (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Lilly Scholar program only. REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and critical thinking entry level skill pass or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. 308 Religion REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: REL 210) Internships and Independent Study Courses: REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. Limited to special cases. REL 299 Directed Study See description on page 100. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. REL 499 Independent Study/Research See description on page 100. For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society YOUTH AND FAMILY MINISTRY—YFM Youth and Family Ministry Major In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site field work. A youth and family ministry minor is also offered. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: S: REL 302 W: REL 362 and REL 495 Consult your YFM academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Course Maximums A student majoring in YFM may take apply up to 15 courses from the religion department toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL 300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. Associate in Ministry (A.I.M.) Course work completed with the major fulfills part of the requirements for Associate in Ministry (A.I.M.) status within the Evangelical Lutheran Church in America. Students interested in A.I.M. certification should consult with their home synod and with a YFM adviser no later than their second year. Youth and Family Ministry Major Fourteen courses including: Theology core (6 courses): REL 210 Research Methods in Religion REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament REL 362 Theology of the Reformers REL 481 Contemporary Theology REL 495 Religion Keystone Youth and family ministry core (4 courses): YFM 208 Vocational Formation I [required non-credit experience] YFM 209 Vocational Formation II [required non-credit experience] YFM 235 Foundations for Ministry with Youth and Families YFM 305 Ministry Practices YFM 358 Life and Work of the Church YFM 399 Internship Youth and family ministry electives (2 courses): YFM 205 Exploring Topics in Youth and Family Ministry (students will choose two topics courses from a list of 0.5 credit courses) One REL or YFM course from the following list: 309 310 Youth and Family Ministry YFM 232 Peer Ministry YFM 316 Church and Culture in Context REL 343 Theology of Marriage and Family REL 345 The Lutheran Heritage (required for A.I.M. certification) REL 353 Denominations and Religious Groups in America REL 356 World Religions REL 357 Giants of Christian Faith REL 425 Christian Spiritual Practices Youth and Family Ministry Minor and three supporting courses: SOC 231 Family Systems: A Cross-Cultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing One Bible survey course from: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament Note: A student with a youth and family ministry major or minor may not also major or minor in religion. The minor consists of the following five courses: YFM 235 Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 Ministry Practices YFM 358 Life and Work of the Church One theology course from: REL 362 Theology of the Reformers REL 481 Contemporary Theology and one course from the theology core, YFM core, or YFM electives as listed in the major. YOUTH AND FAMILY MINISTRY COURSES. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course) Exploring Topics in Youth and Family Ministry features a selection of halfcredit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as Outdoor Ministry, Service Learning, Program Administration and Planning, Youth Culture and Religion, Communications, Media, Music and Ministry, and Ministry with Youth on the Margins. YFM 208 Vocational Formation I (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. YFM 209 Vocational Formation II (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. (Prereq.: YFM 208) Youth and Family Ministry 311 YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Foundations for Ministry with Youth and Families An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. YFM 305 Ministry Practices This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. (Prereq.: YFM 235) YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. YFM 358 Life and Work of the Church This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “post-modern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235) YFM 399 Internship The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. (Prereq.: YFM 235 and YFM 305 or 358) SCANDINAVIAN STUDIES See Nordic Area Studies. 312 SOCIAL STUDIES TEACHING LICENSURE S tudents preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics HIS 120 America to 1815 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 241 Foundations of Cultural Anthropology One course in geography (human or cultural) Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SOCIAL WORK—SWK S tudents in social work are preparing to engage in professional practice with individuals, families, groups, communities, and organizations. Students learn to become skilled at designing change strategies with clients that promote individual change, social justice, and empowerment. The curriculum includes classroom instruction and agency practice in human development in a social context, social work skills, history of social work and social welfare in the United States, analysis of social welfare policy, and social science research. In and out of the classroom, students study privilege and oppression and engage with diverse communities. In the end, our students are prepared to practice in a global society and in international settings. Those graduating with a social work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. Both the baccalaureate and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” One example of this motto in action is the extensive service learning and practica assignments embedded in the social work curriculum. Students begin service learning early in their major and engage in over 400 hours of agency based training, supervised by licensed social workers. The Twin Cities offers a variety of innovative and professional programs and agencies. Students are encouraged to train with and learn from these local, regional, and national leaders in social work. 313 The social welfare minor offers students from other disciplines the opportunity to gain knowledge about the history of social work and social welfare, human development in a social context, and experience with agency and community social work. Social Work Faculty Anthony Bibus (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Christina Erickson, Annette Gerten, Barbara Lehmann, Curt Paulsen, Nancy Rodenborg (Undergraduate Field Coordinator), Glenda Dewberry Rooney, Michael Schock (Undergraduate Program Director), Maryann Syers (Field Education Coordinator), Tan Ngoh Tiong DEGREE AND MAJOR REQUIREMENTS. Major Ten core courses: SWK 301 History and Analysis of Social Policy SWK 306 Social Work Practice 1: With Individuals SWK 307 Field Work 1: Integrative Seminar SWK 316 Social Work Practice 2: With Families and Groups SWK 317 Field Work 2: Integrative Seminar SWK 402 Research 1: Fundamentals of Social Work Research and Evaluation (.5) SWK 403 Research 2: Evaluation of Social Work Practice and Programs (.5) SWK 406 Social Work Practice 3: With Communities and Policies SWK 407 Field Work 3: Integrative Seminar SWK 417 Field Work 4: Integrative Seminar SWK 490 The Social Worker as Professional 314 Social Work and seven supporting courses: BIO 121 Human Biology and Lab PSY 105 Principles of Psychology SOC 121 Introduction to Human Society SOC 265 Race, Class, and Gender SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 280 Diversity and Inequality in Professional Practice A minimum grade of 2.0 is required for each core course and a 2.00 cumulative GPA is required in the supporting program. A statistics course is recommended for students planning on graduate school. In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing SWK 406. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Admission to the Major Students must apply to be admitted to the degree program in social work. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The initial candidacy application is completed in the spring term of the sophomore year or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the social work program before beginning the first field practicum in the junior year. Social work majors must have a cumulative 2.20 G.P.A. to enter the pro- gram. Students who do not meet this minimum G.P.A. standard will be given an opportunity to explain their G.P.A. and may subsequently be considered for conditional admission. Admission to the program is required as a pre-requisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social Work Department for details. Departmental Honors The social work department offers students the opportunity to earn Departmental Honors through the completion of an applied or scholarly project. Students may apply for Departmental Honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/N (in addition to the integrative field seminars, which are graded P/N) and must complete a minimum of 14 traditionally graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with your adviser or program director for complete details and deadlines. Social Welfare Minor (for other majors) Six courses including: SWK 257 Exploring Human Services SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy SWK 406 Social Work Practice 3: With Communities and Polices SOC 265 Race, Class, and Gender and one course from: Social Work 315 POL 121 POL 158 POL 325 American Government and Politics Political Patterns and Processes Politics and Public Policy SOCIAL WORK COURSES. ■ COURSES OPEN TO ALL STUDENTS SWK 210 Environmental Justice and Social Change This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. (Elective credit) SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. (Elective credit) SWK 257 Exploring Human Services In this service learning course, students explore human services and especially social work as a major and as a career. In addition to attending class, students work alongside helping professionals in the community. Students gain a foundational understanding of the intersections between basic human needs, allocation of resources, and political structures, and they examine how the allocation of resources affects diverse groups. SWK 260 Humans Developing This course helps students to examine critically factors influencing human growth and development within diverse and oppressed groups. Students come to understand human growth throughout life and the biological, psychological, and socio-cultural factors that influence the development of individuals, groups, and families. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. (Prereq. or concurrent registration: SOC 265 Race, Class and Gender) SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing or consent of instructor) 316 Social Work SWK 406 Social Work Practice 3: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Prereq.: senior standing or consent of instructor) ■ COURSES RESERVED FOR SOCIAL WORK MAJORS ONLY SWK 306 Social Work Practice 1: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. SWK 307 Field Work 1: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 307 is concurrent with SWK 306 and is the first of two courses required in the junior year practicum, P/N grading only.) SWK 316 Social Work Practice 2: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. SWK 317 Field Work 2: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 317 is concurrent with SWK 316 and is the second of two courses required in the junior year practicum, P/N grading only.) SWK 402 Research 1: Fundamentals of Social Work Research and Evaluation (0.5 course) Students are introduced to basic social research methods commonly used in social work research. Students learn how to access and understand current knowledge and evidence for effectiveness in social work practice and programs. Students also learn the foundational skills in planning and proposing research strategies as applied to practice evaluation. (This half course is in sequence with SWK 403 and is concurrent with SWK 406 and SWK 407.) Social Work 317 SWK 403 Research 2: Evaluation of Social Work Practice and Programs (0.5 course) Building on the work in SWK 402, students plan and complete an evaluation of agency-based social work interventions. Students learn to gather and interpret evidence for change using data analysis strategies for both quantitative and qualitative information. (Prereq.: SWK 402 and MPG 3. This course is concurrent with SWK 417 and SWK 490.) SWK 407 Field Work 3: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (SWK 407 is concurrent with SWK 402 and SWK 406, and is the first of two courses required in the senior year practicum, P/N grading only.) SWK 417 Field Work 4: Integrative Seminar This course is a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (SWK 417 is concurrent with SWK 403 and SWK 490, and is the second of two courses required in the senior year practicum, P/N grading only.) SWK 490 The Social Worker as Professional This course, which meets the senior keystone course requirement in the Augsburg Core Curriculum, is the summative seminar in the social work major. Students learn organizational analysis and methods for agency change as well as reflect on vocation in social welfare, engage in career planning, study ethical practice principles, and prepare to engage in professional social work practice. (Prereq.: senior social work status required. This course is concurrent with SWK 403 and SWK 417.) Internships and Independent Study Courses: SWK 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 100. SWK 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SWK 499 Independent Study/Research See description on page 100. 318 SOCIOLOGY—SOC S ociology is the scientific study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, and field studies. The department urges students to use Augsburg’s metropolitan setting as a laboratory for learning. Internships, service learning, and cooperative education enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in research, management, and human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, the ministry, social work, urban planning, and human services. Sociology Faculty Tim Pippert (Chair), Lars Christiansen, Nancy Fischer, Garry Hesser, Diane Pike, James Vela-McConnell DEGREE AND MAJOR REQUIREMENTS. Students may choose to pursue the core sociology major or they may opt for a specialized, interdisciplinary concentration within the major. Core Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces an excellent set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students and serve them well. Thus, these required and sequenced courses are also the core of the concentrations that allow students to pursue their electives in a direction that adds other skills related to areas of interest. Those concentrations include: community studies, crime and deviance, law and society, organizational studies, and social psychology. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core major: SOC 121 Introduction to Human Society SOC 362 Statistical Analysis SOC 363 Research Methods SOC 485 Sociological Theory SOC 490 Senior Seminar Sociology 319 At least three of the following upper-division courses (Prereq: SOC 121): SOC 320 Sociology of Law SOC 349 Organizational Theory SOC 375 Social Psychology SOC 377 Organizational Deviance SOC 381 City and Metro-Urban Planning SOC 387 Juvenile Delinquency SOC 390 Social Problems Analysis SOC 410 Field Studies of Organizations Two additional sociology electives. SOC 399 (Internship) is highly recommended. Note: Majors must have a 2.0 or better in each required course to receive credit in the major. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded within the core courses — specifically SOC 363, SOC 485, and SOC 490 — and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Concentration in Community Studies This concentration is designed to give sociology majors a concentration in urban community studies, which includes an applied sociology focus emphasizing city and community planning with a required internship. Courses required beyond the core major requirements are: SOC 111, SOC 381, SOC 399, and one additional elective. See Garry Hesser for advising and visit the department website for details. Concentration in Crime and Deviance Careers in criminal justice — corrections, federal investigation, probation, court work, law enforcement and crime prevention — will be supported by this concentration in the major. In addition to the five core major requirements and one elective, the courses are: Criminology (SOC 277); three courses from the following four upper division options — Juvenile Delinquency (SOC 387), Organizational Deviance (SOC 377), Sociology of Law (SOC 320), or Social Problems (SOC 390); one interdisciplinary course — Psychology and Law (PSY 265) or approved ACTC elective that meets student interests; and, an internship in a field related site which serves as the concentration capstone experience (SOC 399). The total number of courses for the concentration is 12. Please see Diane Pike for advising and visit the department website for details. Concentration in Law and Society This concentration is an interdisciplinary concentration that is intended for students who are considering law school and legal careers such as becoming lawyers or legal researchers. It emphasizes the development of reasoning and communications skills as well as courses that address legal issues. Courses required beyond the core sociology major requirements include: Sociology of Law (SOC 320), Sociology of Organizations (SOC 349), and Internship (SOC 399), and three courses in related fields — COM 111, COM 351, and POL 170. See Nancy Fischer for advising and visit the department website for details. 320 Sociology Concentration in Organizational Studies This concentration is designed for students who plan to work in organizational settings including corporate, government, and non-profit sectors. Students will learn how organizations are structured, function, and change, how people relate in organizational settings, and how organizations succeed and why they sometimes fail. This concentration seeks to equip students with skills to effectively lead and manage organizations, and to succeed within organizations while achieving their personal career and professional goals. Courses required beyond the core major requirements are: Office Space (SOC 222), Sociology of Organizations (SOC 349), Organizational Deviance (SOC377), Field Studies in Organizations (SOC 410), an Internship (SOC 399), and three courses in related fields — BUS 242 or BUS 340; ECO 113; and one from INS 325, COM 345, or COM 410. See Lars Christiansen for advising and visit the department website for details. Concentration in Social Psychology The intent of the social psychology concentration is to provide sociology and/or psychology students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in public relations, law, consulting, research, social policy, and more. Courses required beyond the core major requirements are: Social Psychology (SOC 375), Social Problems Analysis (SOC 390), an Independent Research in Ethnography (SOC499), and three courses in Psychology — Principles of Psychology (PSY 105), Social Behavior (PSY 325), and the Advanced Research Seminar (PSY 491). See James Vela-McConnell for advising and visit the department website for details. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. In addition, students must: (1) successfully complete an internship, independent study, or cooperative education experience; (2) submit a portfolio including an honors essay and completed papers and projects. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have at least a 2.00 GPA in courses counting toward the minor. Sociology 321 SOCIOLOGY COURSES SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 141 Foundations of Cultural Anthropology Course objectives include giving students an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (Fall, spring) SOC 222 Office Space: The Sociology of Work Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall) SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) 322 Sociology SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: theories and patterns of crime, police, courts, corrections, and criminal policy. (Fall) SOC 290 Cultures of Violence Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. (Spring of alternate years) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or consent of instructor) SOC 320 Sociology of Law How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced, and coursework will involve observing law in practice in local courts. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 349 Sociology of Organizations What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure, as well as corporate deviance. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall) SOC 363 Research Methods Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor. Spring) Sociology 323 SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course examines individual identity within the social context of symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall, spring) SOC 377 Organizational Deviance The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate years.) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 121 or 211 or consent of instructor. Spring) SOC 387 Juvenile Delinquency Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Prereq.: SOC 121 or consent of the instructor. Spring of alternate years) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq: SOC 121 or consent of instructor. Spring of alternate years) SOC 410 Field Studies in Organizations In this course we visit several local organizations (ranging from small nonprofits to large transnational corporations), and work on a semester-long project with a local organization. We analyze these field experiences from the perspectives of organizational theory and critical political-economy, as well as explore the challenges, strategies, and rewards of doing projects as a group. (Prereq: SOC 222 and SOC 349, or consent of instructor. Spring of alternate years) SOC 485 Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two courses in sociology including SOC 121 or consent of instructor. Fall) 324 Sociology SOC 490 Senior Seminar and Keystone This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Internships and Independent Study Courses: SOC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SOC 299 Directed Study See description on page 100. SOC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 121 or 211 and/or consent of instructor. Fall, spring) SOC 499 Independent Study/Research See description on page 100. (Prereq.: SOC 121, consent of instructor and department chair. Fall, spring) SPANISH See listing under Languages and Cross-cultural Studies. THEATRE ARTS—THR T he study of theatre is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars, by encouraging connections between our campus and the greater arts community while also exploring connections between theory and application. Student opportunity to make these connections includes course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students), and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to learning skills specific to theatre, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for careers such as law, education, business, communication, and journalism, as well as prepare theatre students 325 for careers in professional or academic theatre, television, and film. In order to prepare the student for graduate school or the workplace, the department encourages a second major or minor in such fields as art, English, education, film, music, history, sociology, or religion. Theatre Arts Faculty Darcey Engen (Chair), Julie Bolton, Michael Burden (Program Director), Martha Johnson, Lisa Anderson, David DeBlieck, Karen Mulhausen, Sandy Schulte, Warren C. Bowles, Carla Steen, Adriene Heflin, Michael Hoover, Edward Lee Bok DEGREE AND MAJOR REQUIREMENTS. ■ BACHELOR OF ARTS The Theatre Arts Department currently has three concentrations within the major: performance concentration, directing/ dramaturgy and theatre design/technical theatre concentration. Each concentration consists of the Theatre Core Curriculum supplemented by electives specific to each concentration. Theatre Arts Major Performance Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and/or professional work as a performer. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the performance concentration are encouraged to consult with their adviser when select- 326 Theatre Arts ing electives. Advisers will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses — eight required core courses and two courses chosen from THR electives, plus 10 theatre practicum units taken as THP courses. Eight core courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 360 Interpretive Reading THR 365 Advanced Acting Ten production practicum units (THP)— See Practicum Units The theatre arts department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Directing/Dramaturgy Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies in theatre (M.A./P.H.D and M.F.A.) and/or professional work as a director or dramatuag. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the Directing/Dramaturgy concentration are encouraged to consult with their adviser when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. Students are also required to complete a THR 399 Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses-eight required core courses and two electives chosen from two categories of courses Plus 10 theatre practicum units taken as THP. Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 250 Script Analysis: Foundations of Theatre THR 245 Introduction to Asian and Asian American Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Electives: Select and complete one (1) of the following courses ENG 330 Shakespeare Theatre Arts 327 ENG 338 Readings in British and Commonwealth Drama ENG 358 Readings in American Drama ENG 368 Readings in World Drama NAS 352 Modern Nordic Drama encouraged to also take an Independent Study in their area of focus and to do a professional internship at a local Twin Cities theatre. Select and complete one (1) of the following courses THR/ENG 325 Playwriting ENG 221 Expository Writing about the Arts and Popular Culture Ten THR courses-eight required core courses and Two electives chosen from ART electives, Plus 10 theatre practicum units taken as THP. Required Internship: THR 399 Internship—Off Campus Eight Core Courses: THR 228 Introduction to Stagecraft THR 232 Acting THR 245 Introduction to Asian and Asian American Theatre THR 250 Script Analysis: Foundations of Theatre THR 328 Theatrical Design THR 361 Theatre History and Criticism I THR 362 Theatre History and Criticism II THR 366 Stage Direction Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one Main-Stage Show Ten Practicum Units (THP) See Practicum Units The Theatre Arts Department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Technical Design/Technology Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies and/or professional work as a theatre designer or technician. Students choosing this concentration will enroll in the eight core theatre major classes taken by all theatre majors and will supplement the core with at least two electives from the Art Department. Students in the emphasis are strongly To fulfill this concentration: Two Electives from: ART 107 Drawing or THR/ART 265 Computer Drafting ART 240 Art History Survey or ART 243 or 244 History of Architecture Required Internship: THR 199 Internship—Off Campus The Theatre Arts Department addresses the Graduation Skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 328 Theatre Arts Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Ten Production Practicum Units (THP) See Practicum Units The following courses are strongly recommended: THR 228 Directed Study ART 340 Digital Imaging THR 339 Internship THR 499 Independent Study Theatre Practicum Units (THP) All theatre arts majors in either concentration are required to complete 10 practicum units (THP) from three established areas. Area 1 Performance Each major will complete between one and five THPs from this area. The Performance Area THPs are: THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area 2 Production Each major will complete between four and eight THPs from this area. The Production Area THPs are: THP 112, 122 or 132 House Management THP 113, 123 or 133 Set, Lights, Costumes Crew THP 114, 124 or 134 Running Crew THP 115, 125 or 135 Assistant Stage Manager THP 116, 126 or 136 Stage Manager Area 3 Artistic/Production Management Each major will complete one THP from this area. The Production Area THPs are: THP 117 Fall Artistic/Production Assistance THP 127 Winter Artistic/Production Assistance THP 137 Spring Artistic/Production Assistance Please note that all theatre practicum courses count as one theatre practicum unit except for the following because of exceptional time requirements: THP 115, THP 125 and THP 135 Assistant Stage Manager counts as two units THP 116 ,THP 126 and THP 136 Stage Manager counts as three units. Curricular Planning Information: The following courses are encouraged, but not required: THR/MUS 235 Skills of Music Theatre THR/ENL 325 Playwriting THR 333 Acting for the Camera THR 399 Internship THR 499 Independent Study THR 002 is recommended to fulfill one of the lifetime sports requirements. Students may take a maximum of 13 credits in the major. First-years planning to major in theatre arts should begin with courses THR 228, 232, or 250; sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, or 365; seniors THR 365, 366. Note: Some courses are offered alternate years only. Incoming students should meet in the fall of first year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or even year of entry. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain Theatre Arts 329 a 3.75 GPA in the major and a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project. Transfer Students Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of core classes should however be taken at Augsburg. Additionally transfers are required to take a minimum of three upper division theatre arts courses. Ten practicum units are also required, five of which need to be completed within the department. Transfers must also complete a minimum of five THP credits within the department. No more than five units can be credits from others schools. Theatre Arts Minor Five courses including: THR 250 Script Analysis: Foundations of Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 362 Theatre History Criticism II THR 366 Stage Direction The theatre arts minors also must complete five practicum units. Students must take a minimum of one performance unit and a minimum of three production units. Refer to the practicum categories listed below the curriculum concentrations. Theatre History and Criticism Dramaturgy Minor Five courses: THR 250 Script Analysis: Foundations of Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism II A directed studies course in dramaturgy or theatre criticism or theatre history THEATRE ARTS COURSES. THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original 330 Theatre Arts performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. THR/FLM 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THR 222 Introduction to Theatre Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. THR 226 Movement for the Theatre A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 Introduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the theatre department’s fall production. Open to all students. Forty-hour lab requirement. THR/FLM 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays in artistry of theatre and film. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, Theatre Arts 331 research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theatre productions required. THR 250 Script Analysis: Foundations of Theatre This foundations class focuses on major principles and fundamentals of theatre literary analysis and uses performance, discussion, writing, and projects as a way of interpreting a dramatic script for academic and artistic applications. Close readings of plays from each genre (comic, tragic, realistic, absurd and post-modernism) will enable students to learn and apply basic terminology for literary and artistic processes. THR/ART 265 Computer Drafting for the Stage and Architecture Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2D drafting plates, with an emphasis on drafting for the theater and architecture. THR 270 Black Theatre Introduction to Black Theatre is an examination of the principles, major movements, and fundamentals of theatre by and about Black Americans. It examines the historical, political, and cultural context of Black Theater. This course will focus on and provide an overview of Black Theatre utilizing plays written by Black American playwrights. THR/FLM 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: COM/THR 216) THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or HON 111, and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended. Alternate years) THR 328 Theatrical Design Introduction to the design process for the stage. Each student will execute four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty-hour lab required, materials needed. (Prereq.: THR 228, junior or senior status) 332 Theatre Arts THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 360 Interpretive Reading Basic principles of oral interpretation of narrative verse and dialogue forms of drama. Study, written analysis, discussion, practice, and performance of readings before small and large groups. (Prereq.: ENL 111 or 112 or HON 111) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the Italian Renaissance period. Reading of plays, writing a research paper, and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the Italian Renaissance through contemporary theatre. Reading of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Spring: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism, restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq: THR 250 and THR 232 and 362 or consent of instructor. Fall/Spring) THR 366 Stage Direction The goal of the course is to understand and master basic principles and skills of stage direction: directing concepts, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362, or consent of instructor) THR/FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq: ENL 241 and junior/senior standing) Theatre Arts 333 THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses: THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. THR 299 Directed Study See description on page 100. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. THR 499 Independent Study/Research See description on page 100. THEATRE PRACTICUM COURSES. THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts major/minor. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent of instructor • Supervision by theatre faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the registrar’s office Please note: • All majors will complete at least one THP 123 unit in costumes. • All majors will complete one THP 113 in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. 334 Theatre Arts THEATRE PRACTICUM COURSES. Area One: Performance THP 111/121/131/141/151 Theatre Practicum: Acting/Performance 1 Practicum unit (.0 course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). Area Two: Production THP 112/122/132 Theatre Practicum: House Management 1 Practicum unit (.0 course) Substantial participation (30 hour minimum) in house management, ushering, or box office. THP 113/123/133 Theatre Practicum: Set, Costumes, Lights 1 Practicum unit (.0 course) Set or costume building, light hanging, for main stage production. THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.0 course) Work on running crew for main stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Practicum: Assistant Stage Management 2 Practicum units (.0 course) Assistant stage management for main stage production. THP 116/126/136 Theatre Practicum: Stage Management 3 Practicum units (.0 course) Stage management for main stage production. Area Three: Artistic/Production Management THP 117/127/137 Theatre Practicum: Artistic Assistance 1 Practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project. URBAN STUDIES See Metro-Urban Studies. WOMEN’S STUDIES—WST T he women’s studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Jessica Nathanson (Coordinator), Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Cass Dalglish, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Judy Shevelev, Beverly J. Stratton, Kathryn Swanson, James VelaMcConnell, Mzenga Wanyama DEGREE AND MAJOR REQUIREMENTS. Major Ten courses that must include WST 201 Foundations in Women’s Studies, a midlevel course in feminist theory or feminist philosophy selected from an approved list, WST 495 (seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women’s studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies program. However, at least three courses must be completed at Augsburg. The writing component of the graduation skills requirements for the Women’s Studies major must also be completed at Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). The Critical Thinking graduation skill is embedded at all levels and is met by completing the major. The Speaking and Writing graduation skills are also embedded at all levels, with particular emphasis in the following: Speaking: WST 201, WST 305, and WST 495 Writing: ENL 365, ENL 367, WST 495, and REL 441 Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 335 336 Women’s Studies Minor Transfer Students Five courses that must include WST 201; three electives, one of which must be upper division; and WST 495 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Students who transfer to Augsburg College and wish to complete a major or minor in women’s studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College that governs Century College students with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. WOMEN’S STUDIES COURSES. WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 Topics in Women’s Studies WST 305 Issues in Gay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social Justice, Gender and the Environment) WST 315 Mid-Level Feminist Theory This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts — including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and multiple feminisms. Women’s Studies 337 WST 341 Globalization, Social Struggles and the Environment (CGE Course. See International Studies, Social Justice, Gender and the Environment) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America (CGE Course. See International Studies, Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)) WST 357 Mexican History, Culture and Cosmovision (CGE course. See International Studies, Social Justice, Gender and the Environment) WST 359 Women, Gender and Social Change in Latin America (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and political responses to the disease are examined. (Augsburg Abroad course, Summer) WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 481 Topics in Women’s Studies WST 495 Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester. AIS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. AIS 320 American Indian Women (See American Indian Studies for course description.) AIS 490 Keystone Indigenous Issues of Central America (See American Indian Studies for course description.) 338 Women’s Studies Internships and Independent Study Courses (Must be approved in writing by the women’s studies coordinator): WST 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. WST 299 Directed Study See description on page 100. WST 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 99. WST 499 Independent Study/Research See description on page 100. See department listings for descriptions of the following approved electives: AIS 208/408 Native American Women and Film ART 352 Women and Art ENL 365 Contemporary Post Colonial Fiction ENL 367 Women and Fiction HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America HIS 282 History of Women Since 1850 HPE 316 Human Sexuality POL 124 American Women and Politics REL 441 Feminism and Christianity SOC 231 Family Systems SOC 265 Race, Class, and Gender SOC 295 Sociology of Sexuality YOUTH AND See listing under Religion. FAMILY MINISTRY College Information Board of Regents – 340 ELCA Program Unit for Vocation and Education – 341 Faculty and Administration – 342 Officers – 342 Administration – 342 Faculty – 345 Faculty Emeriti – 366 Campus Maps – 369, 370 340 BOARD OF REGENTS The year in parentheses after each name is the expiration date of current term. An asterisk before a name indicates the person is an Augsburg graduate. *Andra Adolfson (2011) Director of Business Development, Adolfson and Peterson Construction, Minneapolis, MN *Rolf Jacobson (2011) Associate Professor, Luther Seminary, St. Paul, MN *Dan W. Anderson ’65 (2009) President, Swenson Anderson Financial Group, Minneapolis, MN *Ruth E. Johnson ’74 (2011) Consultant, Department of Internal Medicine, Mayo Clinic & Mayo Medical School, Rochester, MN *Gary E. Benson ’70 (2008) Directing Pastor, Zumbro Lutheran Church, Rochester, MN Dean Kennedy ’75 (2009) President, Texacoma Oil & Gas Corporation, Dallas, TX *Jackie Cherryhomes ’76 (2010) Government Relations Consultant, Cherryhomes-Tyler LLC, Minneapolis, MN Dean C. Kopperud (2009) Consultant, Private Practice, Minneapolis, MN Michael O. Freeman (2012) Attorney, Lindquist & Vennum, Minneapolis, MN *André J. Lewis (2010) Vice President and Director, Community Affairs and Diversity, RBC Dain Rauscher Minneapolis, MN *Anthony Genia ’85 (2008) Emergency Dept. Physician, Fairview University Medical Center, Minneapolis, MN *Michael R. Good ’71 (2013) President and Chief Operating Officer, Sotheby’s International Realty, Parsippany, NJ Jennifer H. Martin (2013) Senior Vice President, Corporate Administration, Thrivent Financial for Lutherans, Minneapolis, MN Marie O. McNeff (2009) Professor Emeritus and Dean (retired), Augsburg College, Minneapolis, MN *H. Theodore Grindal ’76 (2008) Attorney/Partner, Lockridge Grindal Nauen P.L.L.P., Minneapolis, MN *Paul S. Mueller ’84 (2009) Internal Medicine Consultant, Mayo Clinic, Rochester, MN Norman R. Hagfors (2009) Founder & President (retired), Norsen, Inc., North Oaks, MN *Ronald G. Nelson ’68 (2008) Retired, Mendota Heights, MN Jodi Harpstead (2009) Chief Advancement Officer, Lutheran Social Service of Minnesota, St. Paul, MN *Richard J. Hartnack (2010) Vice Chairman of Consumer Banking, U.S. Bancorp, Minneapolis, MN *Beverly Oren ’55 (2008) Retired, Roseville, MN Board of Regents 341 Paul C. Pribbenow, Ex Officio President, Augsburg College, Minneapolis, MN Rev. Peter Rogness (2008), Ex Officio Bishop, St. Paul Area Synod, ELCA, St. Paul, MN *Stephen Sheppard (2011) CEO, Winds of Peace Foundation, Decorah, IA *Philip Styrlund ’79 (2012) President, The Summit Group, Apple Valley, MN *P. Dawn Taylor ’78 (2008) Chief Operating Officer, Silver Glade Properties LLC, Des Moines, IA ELCA PROGRAM UNIT EDUCATION Executive Director The Rev. Dr. Stanley N. Olson Director for Colleges and Universities Dr. Arne Selbyg Asst. Director for Colleges and Universities Ms. Marilyn Olson Emily Anne Tuttle (2009) Retired, Wayzata, MN Rev. Harold Usgaard (2008), Ex Officio Bishop, Southeastern Minnesota Synod, ELCA, Rochester, MN *Joan L. Volz ’68 (2011) Lawyer, Private Practice, Welch, MN *Norman W. Wahl, ’76 (2010) Executive Pastor, Bethel Lutheran, Rochester, MN *Bonnie Wallace (2011) Scholarship Director, Fond du Lac Scholarship Program, Cloquet, MN FOR VOCATION AND 342 AUGSBURG COLLEGE FACULTY ADMINISTRATION AND Beginning year of service of faculty and staff is indicated with parenthesis. Officers of the College Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago. Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning and Special Assistant to the President. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Kevin C. Myren (2007). Chief Financial Officer and Vice President of Finance and Administration. B.B.A., University of Wisconsin-Eau Claire. Julie A. Olson (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College. Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin – Milwaukee; M.S.W., Washington University; J.D., Saint Louis University. Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown College; M.A., Saint Mary’s University. Administration Leif Anderson (1996). Chief Information Officer. B.A., University of Minnesota. Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University – Moorhead; M.A., Augsburg College. David Benson (2005). Director, Major Gifts, Development. B.A., Concordia College; M.A., North Dakota State University. Mike Bilden (2003). Director, Recruitment and Retention, Adult Programs. B.S., University of Wisconsin – Superior. Heidi Breen (1986). Director, Alumni Relations. B.A., Concordia College – Moorhead. Carrie Carroll (1997). Director of Undergraduate Admissions. B.A., Hamline University. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Bradley Christ (1998). Director IT Systems, Information Technology. B.A., University of Minnesota. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Jodi Collen (2007). Director, Events and Conference Services. B.A., Wartburg College; M.T.A., George Washington University. Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College. David Draus (2000). Director, Facilities and Risk Management. Augsburg College Administration 343 James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W., University of Minnesota – Duluth. Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of Northern Iowa. Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A., Hamline University. Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Paul H. Grauer (1979). Assistant Athletic Director. Instructor of Health and Physical Education. B.S., Concordia College-Seward, Neb.; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University; M.A., Ohio State University; A.B.D., Loyola University-Chicago. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Thomas Haglund (2007). Finance Director. B.S., Minnesota State University, Moorhead; M.B.A., University of St. Thomas. Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College. Sandra Hokanson (2007). Director of Human Resources. B.S., University of Wisconsin – Eau Claire. Sherry Jennings-King (2002). Director, Major Gifts, Development. B.S., University of Tennessee. Karena Jones (1999). Director, CLASS Program. A.A. Normandale Community College; B.S., Winona State University; M.Ed., Hamline University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon. Scott Krajewski (2000). Director IT Services, Information Technology. B.S., Augsburg College; M.S., Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Rosemary Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate Studies. BA., University of Southampton; C.Q.S.W., London University; Ph.D. University of Minnesota. Shannon L. Luckert (2006). Director of Research, Development Office. B.A., University of Wisconsin. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. 344 Augsburg College Administration Donna McLean (1985). Director, Major Gifts, Development. B.A., University of Minnesota. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Jessica Nathanson (2007). Director, Women’s Resource Center. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Betsey R. Norgard (1992). Director, Publications, Marketing, and Communications. B.A., The American University; M.A., Indiana University. Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College; M.A., University of Minnesota. Lois A. Olson (1985). Director, Center for Service, Work, and Learning. B.S., University of Minnesota; M.S., Mankato State University. John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College. Lori A. Peterson (2004). Director, Augsburg for Adults. Assistant Professor of Business Administration. B.S.B., M.Ed., Ph.D., University of Minnesota. M. Bridget Robinson-Riegler (1994). Assistant Dean, Academic Affairs. B.S., Indiana University; M.A., Ph.D., Purdue University. Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint Mary’s University. Michael R. Schwartz (1996). Director, Athletic Facilities. B.A., Augsburg College. Doug H. Scott (2007). Assistant Vice President for Development. B.A., Eastern University St. Davids; M.Div., Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A., Moorhead State University; Ed.M., Rutgers University. Judith Shevelev (1991). Co-site director, Mexico, Center for Global Education. B.A., University of California at Davis; M.A., Columbia University. Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of Minnesota; M.A., Minnesota State University, Mankato. Jeffrey F. Swenson (1986). Assistant Dean, Athletics and Recreation. B.A., Augsburg College; M.A., University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College. Bao L. Thao (1998). Director, Pan-Asian Student Services. B.A., Colgate University. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David P. Warch (2000). Assistant Vice President of Marketing and Communication. B.F.A., Minneapolis College of Art and Design. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Karl Wolfe (2007). Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury Theological Seminary; Ed.D., Pepperdine University. Augsburg College Faculty 345 Faculty A Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A., R.N., Augustana College; M.B.A., Ed.D., University of St. Thomas. John A. Abraham (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., North Dakota State University. Justin Abraham (2007). Instructor, part-time, Economics. B.A., All India Institute for Teachers Training; B.A., Kerala University; M.A., Aligarh University; M.A., Missouri State University – Warrensburg; Ph.D. Saugor University, India. Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Kristin M. Anderson (1984). Associate Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary. Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; B.S., M.S., Winona State University. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College; M.M., Northwestern University. Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York University; M.S., Northeastern University; M.B.A., Boston University. Shelli A. Arneson (2004). Instructor, part-time, Health and Physical Education. B.A., Simpson College; M.S., Mankato State University. Juan C. Avendaño (2003). Instructor, part-time, Business Administration. Civil Engineering degree, Andres Bello Catholic University, Caracas Venezuela; M..S., M.B.A., Northwestern University. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. B Ramona C. Back (2005). Instructor, part-time, Education. B.S., University of WisconsinGreen Bay; M.S., Winona State University. Andrew M. Baldwin (2004). Instructor, part-time, Education. B.A., St. Olaf College; M.A., University of St. Thomas. Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University. 346 Augsburg College Faculty Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha. Carol E. Barnett (2000). Studio Artist/Composition, part time, Music. B.A., M.A., University of Minnesota. David L. Bartlett (2006). Instructor, part-time, Business Administration. B.A., University of California-San Diego; M.A., University of Chicago; M.A., Ph.D., University of California-San Diego. Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State University-Mankato; M.A., Augsburg College. Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Thomas H. Berkas (2006). Instructor, part-time, Master of Arts in Leadership Program. B.C.E., M.S., Ph.D., University of Minnesota. Allen J. Berning (2007). Instructor, part-time, Business Administration. B.S., M.B.A., St. Cloud State University. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State University. Susan N. Boecher (2007). Instructor, part-time, Art. B.F.A., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Julie H. Bolton (1976). Professor of Theatre Arts. B.S., M.F.A., University of Minnesota. Anna M. Bonderson (2004). Instructor, part-time, Mathematics. B.S., University of Minnesota; B.S., South Dakota State University. Laura L. Borstad (2008). Instructor, part-time, Physician Assistant Studies. D.Pharm., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. Augsburg College Faculty 347 D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A., University of Minnesota. Katherine C. Bradley (2007). Assistant Professor of Biology. B.A., St. Mary’s University of Minnesota; Ph.D., Purdue University. Michael T. Brands (2007). Instructor, part-time, Religion. B.A., Dordt College; M.Div., Fuller Theological Seminary; Ph.D., Luther Seminary. Mark A. Bransford (2005). Instructor, part-time, Physics. B.S., Florida International University; Ph.D., Iowa State University. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of Missouri-Columbia; M.B.A., Ph.D., University of Minnesota. Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina School of the Arts; Cleveland Institute of Music; The Juilliard School. Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College; M.Ed., St. Mary’s University. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed., Boston College. Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State University. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A., Ph.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.F.A., University of Minnesota. Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University; M.S., Mankato State University. Thomas L. Burns (2005). Instructor, part-time, Business Administration. B.A., Iona College; M.B.A., University of St. Thomas. Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of IllinoisChicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout. Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills Adviser. B.A., University of Minnesota; M.A., Hamline University. 348 Augsburg College Faculty Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S., Ph.D., North Dakota State University. Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University; M.S.W., University of Minnesota. Susan M. Conlin (2007). Instructor, part-time, Social Work. B.A., University of Minnesota; M.S., University of Wisconsin-Stout; M.S.W., University of Wisconsin-Madison. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D., St. Mary’s University of Minnesota. David L. Cooper (2004). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.B.A., University of St. Thomas. Brian E. Corner (2005). Assistant Professor of Biology. B.Sc., Ph.D., University of Otago, New Zealand. Robert J. Cowgill (1991). Assistant Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota. Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson. D David Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A., University of Wisconsin-Madison. Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail School of Music. Louise M. Daley (2005). Instructor, part-time, Education. B.S., University of WisconsinMadison; M.Ed., The College of St. Scholastica. Cathleen A. Dalglish (1986). Associate Professor of English. B.A., College of St. Catherine; M.F.A., Vermont College; Ph.D., The Union Institute. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.F.A., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Augsburg College Faculty 349 Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. David M. DeBlieck (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A., University of Hawaii-Manoa. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; P.A., Bowman Gray School of Medicine; M.P.A.S., University of Nebraska. Jacqueline R. deVries Jones (1994). Associate Professor of History. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory. Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A., Saint Mary’s University. Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Dorée (1989). Associate Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A., University of Iowa. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Deborah A. Eckberg (2007). Instructor, part-time, Sociology. B.A., Dartmouth College; M.A., Ph.D., University of Minnesota. Jerry K. Eddy (2006). Assistant Professor, part-time, Physics. A.B., West Liberty State College; M.S., Ph.D., West Virginia University. Gary T. Egbert (2004). Assistant Professor, part time, Physics. B.S., Western Illinois University; M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska – Lincoln. Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A., University of Minnesota; M.F.A., Syracuse University. R. Wendell Ellis (2004). Instructor, part-time, Business Administration. A.B., Columbia University; J.D., University of Iowa; M.B.A., University of Missouri. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. 350 Augsburg College Faculty Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College; M.F.A., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Christina L. Erickson (2004). Assistant Professor of Social Work. B.S., University of Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago. Debra M. Erickson (2006). Instructor, part-time, Mathematics. B.A., Gustavus Adolphus College; M.S., University of Minnesota. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia CollegeMoorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central Michigan University; M.M., University of Minnesota. F Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Troy F. Faulkner (2007). Instructor, part-time, Mathematics. B.S., University of MinnesotaDuluth; M.S., Winona State University. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Steven J. Felton (2007). Instructor, part-time, Education. B.A., St. John’s University; B.S., M.S., Mankato State University. Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University. Nancy L. Fischer (2005). Assistant Professor of Sociology. B.A., Hamline University; M.A., The American University; Ph.D., State University of New York – Albany. Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., State University of New York at Stony Brook. Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Instructor, part time, Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas College. Augsburg College Faculty 351 Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College; M.P.A., University of Rhode Island. G Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A., University of Montana. R. Brooks Gekler (2006). Assistant Professor of Business Administration. B.A., Vassar College; M.B.A., New York University. Annette M. Gerten (1997). Assistant Professor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sarah J. Gervais (2008). Assistant Professor, part-time, Psychology. B.A., University of St. Thomas; M.S., Ph.D., The Pennsylvania State University. Alexandra E. Giesler (2008). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of NebraskaLincoln. Julie A. Gloss (2007). Instructor, part-time, Modern Languages. B.S., B.A., Northern Michigan University; M.A., Middlebury College; M.A., Hamline University. Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical Education. B.S., Concordia College-Seward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Rodney R. Greder (2006). Instructor, part-time, Business Administration. B.S., Iowa State University; M.S., University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. Leslie E. Green (2008). Instructor, part-time, Education. B.A., College of St. Benedict; three M.A.s, University of St. Thomas; M.S.W., Augsburg College. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Cheryl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of Minnesota; M.A., College of St. Thomas. Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages. B.S., M.Ed., University of Minnesota. 352 Augsburg College Faculty Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester Program. B.S., M.S., Winona State University. Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia College-Moorhead; M.A., J.D., University of Minnesota. Nancy J. Grundahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota. John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of WisconsinEau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of Wisconsin-Oshkosh; Ph.D., University of Toledo. Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College, Moorhead; M.P.H., M.S., University of Minnesota. John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D., Harvard University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts. B.A., Washington University; M.F.A., Yale University. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Carl C. Hixson (2008). Instructor, part-time, Business Administration. B.A., Augsburg College; M.A., University of St. Thomas. Jody Hofer Van Ness (2007). Instructor, part-time, Education. B.S., University of Wisconsin-Eau Claire; M.A., University of St. Thomas. Augsburg College Faculty 353 Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Kristoffer P. Holmgren (2007). Instructor, part-time, Art. B.F.A., St. Cloud State University; M.F.A., Illinois State University. Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A., St. Olaf College; M.A., University of St. Thomas. Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M., Indiana University. Erica L. Huls (2004). Instructor, part-time, Honors Program. B.A., Augsburg College. Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music. B.M., Ithaca College; M.M., Eastman School of Music. Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of Wisconsin-River Falls. I Colin C. Irvine (2003). Assistant Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin, LaCrosse; M.A., University of Nebraska. J Lisa E. Jack (1994). Assistant Professor of Psychology. B.A., Occidental College; M.A., Ph.D., University of Southern California. James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Jeanne M. Jacobson (2006). Instructor, part-time, Business Administration. Karl N. Jacobson (2007). Assistant Professor, part-time, Religion. B.A., St. Olaf College; M.Div., Luther Seminary; A.B.D. Union-PSCE. Mary J. Jacobson (1999). Assistant Professor of Education. B.S., University of North Dakota; M.A., Ed.D., Hamline University. Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Assistant Professor, part time, American Indian Studies. B.A., Metropolitan State University; M.A., Ed.D., University of St. Thomas. 354 Augsburg College Faculty Gary C. Jader (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota-Duluth; B.S., University of Minnesota; M.B.A., University of St. Thomas. William H. Jasperson (1990). Instructor, part time, Business Administration. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State University. K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mary Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard School; M.M., University of Arizona. Michael King (2008). Instructor, part-time, Communication Studies. Two B.S., M.S., South Dakota State University. Donna R. Kirscht (2007). Instructor, part-time, Business Administration. B.S., Mankato State University; M.B.A., University of St. Thomas. Elizabeth P. Klages (1996). Instructor, part-time, Political Science. B.A., Carleton College; M.A., The Paul H. Nitze School of Advanced International Studies; Ph.D., University of Minnesota. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. Augsburg College Faculty 355 Debra S. Knudson (2007). Instructor, part-time, Education. B.S., St. Cloud State University; M.Ed., College of St. Catherine. Barbara K. Knudtson (2005). Instructor, part-time, Nursing. A.D.N., Rochester Community College; B.S.N., Augsburg College; M.A., College of St. Catherine. Paul A. Knutson (2007). Instructor, part-time, Physics. B.A., Concordia College, Moorhead; M.S., A.B.D., University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Dean C. Kopperud (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas. Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Neil J. Kraus (2003). Instructor, part-time, Political Science. B.A., LeMoyne College; M.A., Ph.D., State University of New York-Albany. Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Deborah J. Kuhlmann (2006). Instructor, part-time. English. B.A., Texas Christian University; M.A., University of Arkansas; Ph.D., Texas Christian University. James J. Kulzer (2005). Instructor, part-time, Education. B.S., two M.S. degrees, Winona State University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of Florida; M.Ed., University of Minnesota. Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and Mary; M.A., Utah State University; Ph.D., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Velma J. Lashbrook (2000). Assistant Professor, part time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Martha J. Laskar-Aleman (2002). Instructor, part-time, Nursing. B.S.N., University of Minnesota. Laura K. Lazar (2004). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso University; M.B.A., Ph.D., Indiana University. Edward Lee (2002). Instructor, part time, Communication Studies. B.A., University of Minnesota; M.F.A., Brown University. Melissa C. Lee (2007). Instructor, part-time, Health and Physical Education. B.A., Augsburg College. 356 Augsburg College Faculty Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Rosemary J. Link (1986). Associate Vice President of Academic Affairs and Dean of Graduate Studies. Professor of Social Work. B.A., University of Southampton; C.Q.S.W., London University; Ph.D., University of Minnesota. Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M., DePauw University; M.M., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota. Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Carol A. Lucido (2005). Instructor, part-time, Education. B.A., Luther College; M.Ed., University of Minnesota. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A., University of Nebraska; E.D., University of St. Thomas. Steven P. Lund (1982). Studio Artist/Trombone, part time, Music. B.S., University of Minnesota. Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin, Superior; M.Div, Luther Seminary. Ann L. Lutterman-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Augsburg College Faculty 357 M Carolyn A. Mack (2006). Instructor, part-time, Education. B.A., Concordia University, River Forest, IL; M.A., University of Minnesota. Rosanne E. Malevich (2006). Assistant Professor of Business Administration. B.S., M.B.A., University of Wisconsin-Madison; ABD, University of Minnesota. Steven V. Manderscheid (2007). Instructor, part-time, Master of Arts in Leadership Program. B.S., St. Cloud State University; M.A., University of Minnesota; Ed.D., University of St. Thomas. Christina M. Manning (2007). Instructor, part-time, Psychology. B.Sc., Tufts University; Ph.D., University of Minnesota. Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue University; M.S., Colorado State University; Ph.D., Utah State University. Dan S. Marsh (2005). Instructor, part-time, Economics. B.S., University of Minnesota; M.A., University of St. Thomas. Susan W. Martino (2006). Instructor, part-time, Education. B.A., St. Olaf College; M.M., Cleveland Institute of Music Conservatory. M. Elise Marubbio (2003). Assistant Professor of American Indian Studies. B.F.A., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. C. Jean Marvin (2007). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., Ph.D., University of Minnesota. John W. Matthews (2003). Instructor, part-time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther-Northwestern Seminary. Paul R. Mattson (2007). Instructor, part-time, Business Administration. B.A., Luther College; M.A., University of Minesota; M.S., Massachusetts Institute of Technology. David C. Matz (2001). Associate Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Molly A. Maxwell (2007). Assistant Professor of Mathematics. S.B., Massachusetts Institute of Technology; M.S., Ph.D., University of Minnesota. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. James Scannell McCormick (2004). Instructor, part-time, English. B.A., M.A., University of Wisconsin-Madison; Ph.D., Western Michigan University. Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Diane M. McDonagh (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. K. Christian McGuire (2007). Instructor and Studio Artist/Electric Bass, part-time, Music. B.A., Luther College; M.A., University of Minnesota. Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of Iowa. Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul University; M.B.A., Harvard University; D.B.A., Argosy University. 358 Augsburg College Faculty Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Ashok K. Mehrotra (2007). Instructor, part-time, Economics. B.Tech., M.Tech., Indian Institute of Technology; M.B.A., University of Minnesota; M.S., University of Chicago. Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Vladan M. Milenkovic (2005). Instructor, part-time, Music. B.M., Berklee College of Music; M.M., University of Northern Iowa. Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College; B.S., M.A., Augsburg College. Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John W. Molloy (2003). Instructor, part time, Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Peter M. Morales (2007). Instructor, part-time, Modern Languages. B.A., Ripon College; M.A., University of Minnesota. April D. Morehouse (2006). Instructor, part-time, Nursing. B.S., College of St. Catherine. Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts. B.A., St. Olaf College; B.A., University of Minnesota. Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota; M.A., Luther-Northwestern Seminary. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Jessica A. Nathanson (2007). Assistant Professor and Director of Women’s Studies. B.A., Wesleyan University; M.A., Ph.D., State University of New York-Buffalo. Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S., University of Iowa; M.S., University of North Dakota. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of Minnesota. Augsburg College Faculty 359 Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Daniel R. Noyes (2000). Instructor, part-time, Art. B.A., Macalester College; M.Arch., University of Wisconsin-Milwaukee. O James O’Brien (2008). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and Design; M.A., Syracuse University; M.F.A., Hartford University. Michael W. O’Brien (2007). Instructor, part-time, Social Work. Two B.A.s, M.S.W., University of Iowa. Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community College; B.S., Bethel College; M.A., Augsburg College. Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Melissa A. Oliver (2007). Instructor, part-time, Education. B.S., M.S., Winona State University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota. David H. Oxley (2007). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. P Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Bonnie Jean Palmen (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota; M.A., San Francisco State University; J.D., University of California. Donna R. Patterson (2006). Assistant Professor, part time, Education. B.A., M.Ed., University of Minnesota. Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College [now part of University of San Francisco]. Curtis M. Paulsen (1990). Associate Professor of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. 360 Augsburg College Faculty Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College; M.A., St. Mary’s University. Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M., University of Cincinnati. Christine R. Peper (2005). Instructor, part-time, Education. B.A., University of Minnesota; M.Ed., Southeastern Louisiana University. Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D., University of Colorado. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Jennifer K. McCarty Plucker (2007). Instructor, part-time, Education. B.S., Moorhead State University; M.Ed., St Mary’s University. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. John S. Reimringer (2006). Instructor, part-time, English. B.S., University of Kansas; M.F.A., University of Arkansas. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. Steven E. Restad (2007). Instructor, part-time, Business Administration. B.A., University of Wisconsin-Eau Claire; M.B.A., University of St. Thomas. Charles E. Rietkerk (2006). Instructor, part-time, Education. B.A., University of California-Irvine; M.Ed., University of Minnesota. Augsburg College Faculty 361 Catherine L. Roach (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., University of Minnesota. M. Bridget Robinson-Riegler (1994). Assistant Dean of Academic Affairs. Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Regula Russelle (2007). Instructor, part-time, Art. M.A., Hamline University. Barry D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair State University. S Larry E. Sallee (2005). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Superior; M.B.T., University of Minnesota; M.B.A., University of Wisconsin-LaCrosse; D.B.A., U.S. International University. Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Associate Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Assistant Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. David G. Schwain (1995). Assistant Professor, part time, Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., M.A., United Theological Seminary of the Twin Cities. Steven A. Seay (2006). Instructor, part-time, Business Administration. B.S., University of San Francisco; M.B.A., City/Stanford University; Ph.D., Walden University. Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Debra L. Shapiro (2006). Instructor, part-time, General Studies. B.A., J.D., The University of Iowa. Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s College; Ph.D., University of Minnesota. 362 Augsburg College Faculty Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Professor, part time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. Anthony T. Sinkiewicz (2007). Instructor, part-time, Business Administration. A.A.S., Wright College; B.S., University of the State of New York-Albany; M.A., Webster University; D.B.A., U.S. International University. Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College; M.A., Saint Mary’s College. Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English. B.A., Bucknell University; M.A., University of Illinois. Joanne Z. Smith (2005). Instructor, part-time, Business Administration. B.A., Smith College; M.A., University of Minnesota. Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State University. Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S., University of Minnesota; M.A., Hamline University. Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D., Northwestern University. Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota. Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern University; M.B.A., Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A., Columbia University. John P. Stein (1992). Assistant Professor of Economics. B.S., University of Detroit; M.A., University of Illinois. Donald B. Steinmetz (1968). Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Augsburg College Faculty 363 Lisa J. Storey (2007). Instructor, part-time, Education. B.A., St. Mary’s University; M.S., Winona State University. Benjamin L. Stottrup (2005). Assistant Professor of Physics. B.A., University of Minnesota, Morris; Ph.D., University of Washington. Christopher K. Strand (2007). Instructor, part-time, Business Administration. B.S., Southwest Missouri State University; M.B.A., Metropolitan State University. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-LaCrosse. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Tara K. Sweeney (1992). Assistant Professor of Art. B.S., University of Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design. Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore; M.S.W., University of Pennsylvania; Ph.D., University of Minnesota. Susan E. Taylor (2007). Instructor, part-time, English. B.A., California State University; M.F.A., University of Minnesota. Mary M. Thissen-Milder (2005). Instructor, part-time, Health and Physical Education. B.A., Iowa State University; M.A., Northeast Missouri State; Ph.D., University of Iowa. Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New College of Florida; M.A., Yale University; M.F.A., San Francisco Art Institute. David L. Tiede (2005). Bernhard M. Christensen Professor of Vocation and Religion. B.A., St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University. Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A., Temple University. Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of Minnesota. Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director. Associate Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. 364 Augsburg College Faculty Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. Leon M. Tyler (2007). Instructor, part-time, Business Administration. B.S., Northwestern University; M.B.A., University of St. Thomas. U-V Jeannine M. Uhlenkamp (2004). Instructor, part-time, Education. B.A., University of Minnesota; M.S.E., University of Wisconsin-River Falls. Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D., Rochester Community College; B.S.N., Winona State University; M.A., Augsburg College. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, part time, Modern Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1992). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. W Todd R. Wadsworth (2002). Instructor, part-time, Mathematics. B.A., Middlebury College; M.A., Pepperdine University. David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State University. Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya; Ph.D., University of Minnesota. Andrew Ward (2001). Instructor, part time, Business Administration/Philosophy. B.A., Luther College; M.A., Ph.D., University of Kansas. David B. Washington (1997). Instructor, part-time, Business Administration. B.A., J.D., University of Pittsburgh. Martha A. (Cary) Waterman (1991). Instructor, part time, English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Colleen K. Watson (2006). Instructor, part-time, Business Administration. B.A., University of Minnesota; M.A.L., Augsburg College. Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia Community College; B.S., South Dakota School of Mines and Technology; M.S., M.A., Ph.D., University of Minnesota. Paula A. Watts (2008). Instructor, part-time, Social Work. B.S., St. Cloud State University; M.S.W., Augsburg College. Augsburg College Faculty 365 Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc. Honors, B.A., University of Queensland, Australia; Ph.D., Luther Seminary. Andrew T. Webster (2007). Instructor, part-time, Business Administration. B.A., College of St. Thomas; M.B.A., University of St. Thomas. Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Janis F. Weller (2006). Instructor, part-time, General Studies/Art. B.A., Luther College; M.A., St. Mary’s University-Minneapolis, Ed.D., University of St. Thomas. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of Minnesota. Hans H. Wiersma (2002). Assistant Professor of Religion. B.A., University of California, San Diego; M.Div., Ph.D., Luther Seminary. Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of Minnesota. Heather O. Willman (2005). Instructor, part-time, Education. B.A., Concordia College, Moorhead; M.A., University of North Dakota. Joel R. Wilson (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas; M.B.A., University of Minnesota. Roger W. Wiltgen (2007). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Eau Claire; M.B.A., Winona State University. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. X-Y-Z John W. Yaeger (2007). Instructor, part-time, Social Work. B.B.A., University of WisconsinMadison; M.S.W., Loyola University. Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah. John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University; M.A., Ph.D., University of Utah. 366 FACULTY EMERITI Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Robert S. Herforth. Professor Emeritus of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Faculty Emeriti 367 Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University of Iowa. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of CaliforniaBerkeley. Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. 368 Faculty Emeriti Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Myles C. Stenshoel. Professor Emeritus of Political Science. B.A., Concordia College, Moorhead; Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of Pennsylvania. CAMPUS MAP 369 6th Street S. Ri I 6 12 1 8 22 E 9 14 D C A 24 23 M Av J 16 S. 7th Street S. K 15 7 1/2 Street S. e. 25 28 27 13 10 3 L 4 B Butler Place B ce tran t En Wes I-94 Interstate 94 West Interstate 94 East COLLEGE MAP INFORMATION 1. Center for Counseling and Health Promotion 2. Augsburg for Adults Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center and Day Admissions 6. Barnes & Noble at Augsburg College 7. Foss, Lobeck, Miles, Center for Worship, Drama and Communication 8. Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Marketing and Communication 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Square 17. Music Hall 18. Luther Hall 25th Ave. S. 11 5 ide 23rd Ave. S. 19 C 17 21 C 20 26 22nd Ave. S. 18 rs 7 7th Street S. F ve 24th Ave. S. 2 21st Ave. S. 20th Ave. S. G 29 H Riv ers ide /25 th A ve. Ex Disability access it 19. Old Main 20. Anderson Hall 21. Quad 22. Science Hall 23. Public Safety Communications Center 24. Shipping and Receiving 25. Melby Hall 26. Sverdrup-Oftedal Memorial Hall 27. Urness Hall 28. Kennedy Center 29. Oren Gateway Center PARKING INFORMATION A. Visitor Parking B. Resident Parking C. Commuter Parking D. Faculty/Staff/Commuter/Resident Parking E. Resident Parking F. Resident Parking G. Faculty/Staff Parking J. Faculty/Staff Parking K. Commuter Parking L. Faculty/Staff/Commuter Parking M. U of M, Fairview Parking Ramp 2/2008 370 CAMPUS LOCATION DIRECTIONS TO CAMPUS PUBLIC PARKING I-35W from the North— Take Washington Avenue exit and turn left on Washington (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. Street parking on campus is posted for one-, two-, or four-hour limits. For certain major events on campus during evenings and weekends, parking is also available in the commuter and visitor lots. I-94 East from Minneapolis— Take 25th Avenue exit, turn left at 25th Avenue, turn left at Riverside Avenue, turn left at 22nd Avenue South. PUBLIC TRANSPORTATION I-94 West from St. Paul— Take Riverside exit, turn right at Riverside Avenue, turn left at 22nd Avenue South. I-35W from the South— Follow the I-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Augsburg College is located near two Metro Transit Light Rail stations: the Cedar-Riverside station and the Franklin Avenue station. In addition to light rail, four Metro Transit bus lines keep Augsburg easily accessible to the greater metropolitan area: routes 2, 7, 19, and 24. For more information about Metro Transit schedules and routes, call 612-373-3333 or go online to <www.metrotransit.org>. Index Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. 372 INDEX A B About Augsburg 10, 19 Academic Advising 41 Academic Calendar 4-7, 54 Academic Divisions 56 Academic Excellence Scholarships 33 Academic Information 53 Academic Internships 69, 99 Academic Policies and Procedures 73 Academic Progress, Probation and Dismissal 93 Academic Skills Office 42 Access Center 44 Accessibility 19 Accounting 127-130 Accreditation and Memberships 11, 18, 19 Achievement Scholarships 34 Admissions 15, 21-25 Administrative Officers of the College 340 Advanced Placement Program Test (AP) 91 Advanced Transfer Students 79, 82 African American Student Services (see Pan-Afrikan Student Services) 47 American Indian Studies 100-104 American Indian Student Services 46 American Sign Language 235 Anderson Hall 15, 50 Anne Pederson Women’s Resource Center 40 Application Procedures 22-23, 32 Applied Economics 163 Architecture Minor 106 Art 104-111 Art and Architectural History 109-111 Art History 105 Asian American Student Services (see Pan Asian Student Services) 46 Assessment of Previous Learning (APL) Program 91-92 Associate in Ministry 309 Associated Colleges of the Twin Cities (ACTC) 10, 60, 62 Associated Support Organizations 17 Athletic Affiliation 19 Athletics and Sports 41 Audit Fee 28, 29 Auditing Courses 90 Augsburg Abroad 63-68 Augsburg Core Curriculum 81-88, 112-114 Augsburg Experience 84-85 Augsburg First Year 84 Augsburg for Adults 13-14 Augsburg Seminar 84, 112 Augsburg Signature Curriculum 81-85, 112 Bachelor of Science (Liberal Arts requirement modifications) 88 Beta Beta Beta 117 Biology 114-119 Board of Regents 340-341 Business (Master of Business Administration) 71 Business Administration 120-137 Business Administration and Economics Major 124, 163 Business Administration (Music Business Specialization) 123, 256-257 Business Management Certificate 121 C Calendar 4-7, 54-55 Campus Kitchen 69 Campus Location 14-15, 19, 369-370 Campus Map 369-370 Campus Ministry 38 Campus Tours 22 Canadian Program 72 Career Services 69-70 Center for Global Education 65-68, 221-233 Center for Learning and Adaptive Student Services (CLASS) 42 Center for Service, Work, and Learning 68-69 Certificates 71 (MBA), 106, 121, 254, 260261 Change of Program 75 Chemistry 138-143 Chinese 235 Chapel 15, 38 Choir 269 Christensen Center 15, 40 Class Schedule 98 Classification (Class Year) 90 Clinical Laboratory Science 144-149 Coaching Certification 200 College Costs 2008-09 Day 28-29, WEC 29 College Level Examination Program (CLEP) 91 College of the Third Age 14, 15, 17, 72 Commencement 94 Commons 51 Communication Studies 149-156 Communication Arts/Literature Teacher Licensure 60, 151, 183-184 Community Service-Learning 68-69 Community Studies Concentration (Sociology) 319 Computational Economics 158-159 Index 373 Computational Philosophy 159, 278 Computer Science 157-161 Concert Band 269 Connections Courses 112-113 Continuing Education Program 72 Cooper’s Coffee Shop 51 Core Curriculum 81, 84-88 Costs 28-30 Counseling 48 Counseling and Health Promotion 15, 48 Course Descriptions 97-338 Course Numbers 98 Credits 98 Crime and Deviance Concentration (Sociology) 319 Crossover Registration 74-75 D Dean’s List 93-94 Degree Verification 95 Degrees Offered 19, 54, 77 Departmental Comprehensive Exams 91 Departmental Honors (see each major) Departments and Programs 97-338 Deposits 29 Development 8 Directed Study 100 Directory 8 Directory Information 52, 96 Disability Services 44-45 Dismissal 93 Discrimination Complaints 52 Divisions and Departments 56 Dormitories 15-17, 49-50 Dual Degree Programs 59, 179-180 E Early Admission of First-years 23 Economics 162-166 Economics/Business Admin. Major 124, 163 Economics/Political Science Teaching Major 290-291 Edor Nelson Field 15 Education 167-178 Education for Service 11 Education (Master of Arts) 70 Elementary Education 170-174 Emotional/Behavioral Disabilities 176-178 Employment 36 Engaging Minneapolis 84 Engineering 179-180 English 181-195 English Language Learners (ELL) 87, 92-93 English Placement Test 184-185 Enrollment 19 Enrollment Center 8, 74 Enrollment/Degree Verification 95 Enrollment Deposit 29 Ensembles 269 Entry-level Skills 86-87, 113 Environmental Studies 196-197 Ethnic Student Services 46-47 Evaluation and Grading 88-90 Evangelical Lutheran Church in America (ELCA) 12, 19, 341 Experiential Education Programs 68-69 Explanation of Grades 88-90 Exploring Our Gifts (Vocation) 38 F Facilities and Housing 15-17, 49-50 Facts and Figures 19 Faculty 14, 19, 55, 345-368 Faculty Emeriti 366-368 FAFSA (Free Application for Federal Student Aid 32 Family Educational Rights and Privacy Act (FERPA) 52, 95 Farsi 235 Federal Work Study Program 36 Fees 28-30 Film 152-153 Finance 131-132 Finance Certificate 121 Financial Aid 19, 32-36 Financial Policies 30-32 Fine Arts 40 Fitness Centers 49 Food Service 51 Foreign Languages (See Languages and Cross-cultural Studies) Forensics 151 Former Students 24, 77 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 15 Foundations of Fitness 87, 201 French 236-237 First-years 22-23 G Gage Center for Academic Achievement 41 German 230, 237-238 Gift Assistance 35 Global Education Center 15, 65-68, 221231 Global Education Program Courses 65-68, 221, 231 Grade Point Average 80, 90 Grading 88-90 Graduate Programs 70-71, 128 Graduation (Applying for) 79, 83, 94 Graduation Skills Requirements 88 374 Index Graduation Requirements 77 (catalog), 79-88 Grants 35 Graphic Design Certificate 106 Gymnasium (Melby Hall) 16 H Health and Physical Education 198-204 Health Clinic Services 48-49 Health Education 198-204 Health Fitness 198-204 Health Insurance 48 Health Promotion 48-49 HECUA Courses 67-68, 231-233 Higher Education Consortium for Urban Affairs (HECUA) 67-68, 231-233 Hispanic/Latino Student Services Program 46 History 205-211 History of Augsburg College 10-12 Honors (Departmental—see each major) Honors (Latin) 94 Honors Program 62, 212-216 Housing 15-17, 28, 49-50 Human Relations (Communication Studies) 150 I Ice Arena 15 Incomplete Grade 89-90 Independent Studies 100 Information Technology Certificate 121 Information Technology Services 55-56 Inter-Institutional Programs 62-63 Inter-Race 17 Intercollegiate Athletics 41 Interdisciplinary Studies 217-218 International Baccalaureate Program (IB) 91 International Business Minor 124 International Business Specialization (Business Administration) 123 International Business Concentration (International Relations) 220 International Partners 67 International Relations 219-221 International Student Advising 49 International Students 24-25, 49 International Studies 221-233 Internships 69, 99-100 Intramural Athletics 41 J Japanese 238 K Kennedy Center 16, 49 Keystone (Senior Keystone) 85, 112 L Languages and Cross-cultural Studies 234241 Latin Honors 94 Law and Society Concentration (Sociology) 319 Leadership (Master of Arts) 70, 128 Leadership Studies Minor 217 Leadership, Service, and Performance Scholarships 34 Learning Disabilities (Special Education) 176-178 Learning Disabilities Program 42 LGBTQIA Support Services 47 Liberal Arts (Bachelor of Science Waiver) 88 Liberal Arts Foundation 81, 85-86 Library and Information Technology 16, 19, 55-56 Licensure (Teaching; see also individual majors) 60, 167-178, 270-271, 312 Life Sciences 115-116 Lifetime Fitness 87-201 Lindell Library 16, 19, 55-56 Loan Assistance 35-36 Location 14-15, 19, 369, 370 Luther Hall 16, 50 Lutheran Congregational Scholarships 34 M Majors and Minors 10, 56-60, 77, 97-338 Management Information Systems 133-135 Management Specialization (Business Administration) 122-123 Managerial Accounting 128 Many Voices Project 84 Maps 369, 370 Marketing 124 (WEC), 135-137 Marketing Communication (Communication Studies) 150 Mass Communication and Journalism (Communication Studies) 150 Master’s Degrees 55, 70-71, 128 Math Placement Group (MPG) 86, 244 Mathematics 242-248 McNair Scholars Program 43-44 Medical Refund 31 Medieval Studies 249-250 Melby Hall 16 Memberships 18, 19 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 17 Index 375 Metro-Urban Studies 251-253 Middle East Studies Minor 217-218 Military Called to Active Duty 76 Minnesota Indian Teacher Training Partnership (MNITTP) 46 Minnesota Work Study Program 36 Minors 59, 98-338 MIS Courses 133-135 Mission Statement 10 Modern Language Skill 87 Mortensen Hall 16, 50 Murphy Place (2222 Murphy Place) 16 Murphy’s Grill 51 Music 254-269 Music Business 123, 256-258 Music Education Major 258-259 Music Ensembles 269 Music Hall 16 Music Performance Major 259 Music Repertoire Tests 261 Music Therapy Equivalency/Certification 254, 260-261 Music Therapy Major 260 N Nabo 51 National Student Clearinghouse 95 Natural Science Teaching Licensures 270-271 Nordic Area Studies 272-273 Norwegian 239-240, 272-273 Notification of Admissions Decision 23 Numeric Grades 89 Numbering of Courses 98 Nursing 274-277 Nursing (Master of Arts) 70 O Officers of the College 342 Official Notices 51 Ojibwe 240 Old Main 16 Orchestra 269 Oren Gateway Center 16, 50 Organizational Studies Concentration (Sociology) 320 Organizational Communication (Communication Studies) 150 Orientation 39 P, Q Pan-Afrikan Student Services 47 Pan-Asian Student Services 46 Partner Hospitals Program 14, 73-75 Part-Time Students 28 Pass/No Credit 80, 88-89, 90 Pastor 38 Payments 30 Peace and Global Studies Minor 220-221 Performance Studies 267-269 Petition Process (Student Standing Committee) 76-77 Philosophy 278-281 Physical Disabilities Program (Access Center) 44 Physical Education 198-204 Physical Science Teaching Licensure 60, 139, 270-271, 284 Physician Assistant Studies (Master of Science) 71 Physics 282-287 Piano Proficiency Test 261 Policies 17, 19, 30-32, 51-52, 73-79, 88-90, 93-95 Political Science 288-295 Political Science/Economics teaching major 290-291 Portfolio Assessment Program 92 Pre-Law Concentration (Political Science) 289 Pre-Professional Programs 60-61 Prerequisites 99 President’s Greeting 2 Probation 93 Psychology 296-301 Psychology and Law Concentration 297 Public Accounting 128 Public Policy and Political Change in Political Science 289, 290 Public Relations and Advertising (Communication Studies) 150 R Re-Admitted Students (Catalog applicability/Second majors and Degrees) 24, 77 Recitals 261 Refunds 30-31 Regents 340-341 Registration 73-75 Religion 302-311 Religious Affiliation 10-12, 19, 81, 341 Repeated Courses 90 Research Opportunities 44 Residence Life Program (see also Housing) 15-17, 28, 49-50 Residence Requirements 80 Retaking courses 90 Rochester Program 13-14, 73-75 Room and Board 28 ROTC 62-63 376 Index S Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies Term 67, 231 Scholarships 33-35 Scholastic Connections 47 School Year 4-7, 19 Science Hall 16 Secondary Education 170-171, 174-175 Senior Keystone 85, 112 Service-Learning 68-69 Sigma Pi Sigma 284 Skills Requirements 80, 86-87, 88, 114 Social Psychology Concentration (Sociology) 320 Social Studies 312 Social Welfare Minor 314 Social Work 313-317 Social Work (Master of Social Work) 71 Society of Physics Students 284 Sociology 318-324 Space Physics 283 Spanish 240-241 Special Education 176-178 Special Interest Housing 50 Special Students (Non-Degree or Second Degree) 24 Sports 41 StepUP Program 45 Student Center 40 Student-Designed Major 56-57 Student Employment 36 Student/Faculty Ratio 19 Student Government 38-39 Student Life 38-52 Student Rights 51-52, 95 Student Standards of Behavior, Complaints, Records 51 Student Standing Committee 76-77 Student Support Services (TRIO) 43 Student Teaching Abroad 68, 167 Studio Art 104-109 Study Abroad 63-68, 221-233 Summer Session 8, 63 Supervisory Management (Communication Studies) 150 Support Programs 41-49 Sverdrup Hall 16 Sverdrup-Oftedal Memorial Hall 17 T Teaching Licensure (see also individual majors) 60, 167-178, 270-271, 312 Test Scores 22 Theatre Arts 304-312 Theatre Practicums 305-306, 311-312 Transcripts 22, 23, 29 Transfer Students 22-24, 77-79 TRIO Program 43-44 Tuition, Fees, Room and Board 28-30 U Undergraduate Research and Graduate Opportunity (URGO) 44 Unofficial Withdrawal 31-32 Urban Studies 251-253 Urness Hall 17, 50 V Veterans 95 Vocation 38, 81 W Weekend College 13-14, 23, 29-30, 73-75 Withdrawal From College 30-32, 75-76 Women’s Resource Center 40-41 Women’s Studies 335-338 Work Study Program 36 Writing Concentration 182, 183 X, Y, Z Youth and Family Ministry Major 301-302, 309-311
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Title: Augsburg College Graduate Catalog, 2009-2010
Collection: Course Catalogs
Search Result: AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at th...
Show more AuGSBURG COLLEGE GRADUATE STUDIES CATALOG 2009-2010 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College's graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Adult and Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page iv for correspondence or telephone inquiries. Published December 2008 www.augsburg.edu :1 / A Greeting from the President I am pleased to know of your interest in Augsburg College's exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College's several graduate-level programs-the Master of Arts in Education (MAE), Master of Arts in Leadership (MAL), Master of Arts in Nursing (MAN), Master of Business Administration (MBA), Master of Science in Physician Assistant Studies (PA), and Master of Social Work (MSW, and MSW/MA or MDiv, together with Luther Seminary)-are distinguished by the opportunities they provide students to expand decision-making and strategic skills. The programs do so in an environment that encourages students to transform theory into action and classroom experience into personal and professional achievement. Augsburg College is characterized by a strong mission: To nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. For our graduate programs, this mission helps to shape an innovative educational experience that features expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today's global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economicallysustainable development. We hope that at some time during your degree, you'll explore the opportunities to participate in an international learning experience-for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg's doors, we welcome a diversity of cultures and faiths . Although each graduate program has its own "neighborhood" and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both "horizontal" initiatives-i.e., cross-program collaboration-as well as "vertical" initiatives-engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, ~C.~ Barbara A. Farley Vice President of Academic Affairs and Dean of the College ii Rosemary]. Link Associate Vice President of Academic Affairs and Dean of Graduate Studies Table of Contents Directory of Offices and Programs . . . ... . ... . , .iv Introducing Augsburg College ........ ... .. . . . History ........................... .. ... .. l Minneapolis and Rochester Locations .. ... ... . .2 Accreditation, Approvals, and Memberships . . . . .3 Facts and Figures .... . ................ . ... .4 Academic Programs and Policies Academic Calendars ........... . . _. ..... . .. . .5 Academic Policies . ... ....... . .. .. . . . . ..... .5 Evaluation of Transfer Credit ..... . , ... .... . . .6 Student Rights ................. . . . . ... . .. . .6 Graduate Admissions Admission to Augsburg College .... ... . .... . .. 9 Readmission to the College ....... . ........ . . .9 Admission of International Students .... . ..... .9 Financing Your Education . . .. . . . .. ... ...... . Costs of Study .......... . . .... ..... ... . .. . 11 Payment Options . . .. . .. . .. ... .... ... .. .. . 11 Sources of Financial Aid .. , . . ... , .... . . . ... . 11 Applying for Financial Aid ... . . . ...... .... .. 11 Refund Schedule ... ..... .. . . . . . . . . . . . .. . . . 12 Graduate Programs Master of Arts in Education ................. 14 Master of Arts in Leadership ...... ...... ..... 26 Post-Master's Certificate in Leadership Studies ] oint degree in Accounting and Leadership Master of Arts in Nursing .................. .36 Master of Business Administration ........... .44 Master of Science in Physician Assistant Studies .52 Master of Social Work .. .... . ......... .. .... 60 Dual Degree with Luther Seminary College Information Maps (Minneapolis and Rochester campuses) . , .74 Augsburg Board of Regents ............ . . ... .75 iii Directory of Offices and Programs Academic Affairs: 612-330-1024 Adult and Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 manursing@augsburg.edu www.augsburg.edu/ma_nursing Bool<store: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Registrar's Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Worl< (MSW) Lois Bosch, Director: 612-330-1633 Holley Locher, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu.msw Master of Social Work, and Master of Arts in Theology or Master of Divinity Luther Seminary: 651-641-3521 iv Welcome/Information Desk: 612-330-1000 Introducing Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. MISSION STATEMENT The mission of Augsburg College is to nurture future leaders in service to the world by providing high quality educational opportunities, which are based in the liberal arts and shaped by the faith and values of the Christian Church, by the context of a vital metropolitan setting, and by an intentionally diverse campus community. HISTORY A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869 , in Marshall, Wisconsin, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway-Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. and city life. This early interest in professional life as well education is a celebrated theme in our history and has led to the fusion of the liberal and professional arts as a hallmark of the Augsburg College graduate. Augsburg's next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over 130 years. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg's second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto, "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911 , George Sverdrup Jr, became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, dean of women. She spent the next 42 years at the College as a teacher and administrator. The College's mission assumed a double character-ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. With curriculum change came a concerted effort to become accredited. Full accreditation was achieved in 1954. A study in 1962 defined the College's mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. Students at Augsburg College benefit from the Lutheran tradition of service to your neighbor and faith in the city. A College in the City Paul C. Pribbenow became the 10th president of Augsburg College in July 2006. Under his leadership, the College aims to educate students of all ages-in the midst of a great city-to be faithful citizens, in service to the world. AUGSBURG TODAY Augsburg continues to reflect the commitment and dedication of the founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; 1 • An Augsburg education should be preparation for service in community and centers of faith; • The city-with all its excitement, challenges, and diversity-is an unequaled learning environment. Augsburg is a college of the liberal and professional arts and sciences, with its main campus set in the heart of a great metropolitan center. There are now over 20,000 Augsburg alumni. In a world that has changed much since those first days of the College, Augsburg still sends out graduates who make a difference where they live and work. In addition to undergraduate liberal arts and sciences, Augsburg offers master's degree programs in education, leadership, nursing, business, physician assistant studies, and social work, plus a dual degree MSW/MA or MSW/MDiv with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. A Community of Learners Essential to the goals of Augsburg's graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their 2 teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. www.augsburg.edu/rochester or by calling the Adult and Graduate Admissions Office at 612-330-1101, or the Rochester program office at 507-288-2886. Augsburg's small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Augsburg's Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to "educate for service," by preparing and equipping women and men to make a difference in the world. MINNEAPOLIS AND ROCHESTER LOCATIONS Augsburg's Minneapolis campus surrounds Murphy Square, the first of 170 parks in Minneapolis, the "City of Lakes." The University of Minnesota West Bank campus and one of the city's largest medical complexes-the University of Minnesota Medical Center, Fairview-are adjacent to Augsburg, with the Mississippi River and the Seven Corners theatre district just a few blocks away Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east via Interstate 94, which forms the southern border of the campus. Convenient bus routes run by the campus and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Augsburg established its branch campus in Rochester, Minnesota, in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. Further information may be obtained at ON THE MINNEAPOLIS CAMPUS Admissions Offices The Adult and Graduate Admissions Office (for Weekend College, Rochester, and Graduate Studies) is located at 624 21st Avenue South. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adultcentered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new first-floor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper's Coffee Shop, the Commons dining areas , Christensen Center Art Gallery, and offices for student government and student publications . The Office of Undergraduate Admissions for Day College is located on the first floor. Murphy Place Murphy Place is home to three of the four components of the Office of International Programs-Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color - American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center's lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Old Main Home for the Languages and CrossCultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the "gateway" to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the Step UP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Cafe, classrooms , and thejohnson Conference Center. Science Hall Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker-room and fitness facilities, as well as hospitality and meeting rooms, classrooms, and office space. Melby Hall This complex provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College's general auditorium. Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. ACCREDITATION, APPROVALS, AND MEMBERSHIPS • National Council for the Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) • Council on Social Work Education ( CSWE) (bachelor's and master's degrees) Augsburg's programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. • American Association of Higher Education (AAHE) Sverdrup Hall • Campus Compact The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. • Council of Independent Colleges Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president's office, Human Resources, and other administrative and faculty offices. • Physician Assistant Education Association (PAEA) (CIC) • Lutheran Education Council in North America (LECNA) • National American Music Therapy Association, Inc. • National Association of Schools of Music (NASM) 3 • National Society for Experiential Education (NSEE) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61to136A.71. Credits earned at the institution may not transfer to all other institutions. • Calendar year-Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors-More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master's degree programs. • Off-campus programs-The Office of International Programs offers programs through Augsburg's Center for Global Education and International Partners programs for short- and longer-term study abroad, for both undergraduate and graduate students. • Athletic affiliation-Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division Ill. CLERY ACT INFORMATION AUGSBURG COLLEGE FACTS AND FIGURES • Location-Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation-The Evangelical Lutheran Church in America (ELCA). Although a strong plurality of students are Lutheran, 15 percent are Roman Catholic, and 1 7 percent represent other denominations and religions. • Enrollment (fall 2008)-3,948 students from 40 countries. Graduate student enrollment is 842. • Alumni-Appox. 25,000 alumni from 1870 through August 2008, including over 1,200 graduate program alumni. • Student/Faculty ratio-14 to 1 • Campus-17 major buildings. Major renovations to classrooms in 2007. • Accessibility-Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. • Degrees granted-BA, BS, BM, MA, MBA, MS, MSW • Library-Over 180,000 items, direct access to over 2.5 million through CUC, the Twin Cities private college library consortium. 4 The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/ security/report.html. For a printed copy, contact Augsburg's Department of Public Safety at 612-330-1717. NON-DISCRIMINATION POLICY Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. Academic Programs and Policies ACADEMIC CALENDARS Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. ACADEMIC POLICIES The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College's academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg's Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Withdrawn Status W-Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor gran ts permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Class attendance is expected and should be considered a responsibility, not only to one's self, but to one's classmates and course instructor. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project Students enrolled in a thesis or final project are subject to a continuation fee schedule after the term in which tuition was paid for the project. These continuation fees maintain a student's library, AugNet, and parking privileges while work on the final project is ongoing. During this time of research and writing, students pay either a $10 campus access fee or a $200 continuation fee each term until the project is completed, or until the time limit for project completion is reached. The schedule for when each fee is applied varies among programs. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal for Academic Performance A student whose GPA falls below the required GPA for his/her graduate program (3 .0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. 5 Dismissal for Non-Professional Behavior Students may be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar's office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide 6 appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Master of Arts in Nursing (3.0) Master of Business Administration ( 6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively Courses and credits that are accepted in transfer are recorded on the student's transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student's cumulative grade point average. STUDENT RIGHTS The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I-Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M-F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student's program.) Part II-Informal Process It is always the student's responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part Ill of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III- Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days . (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College . A grievant or respondent must submit a written In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. Your request should be submitted in writing at least one week prior to the date you wish to review your records. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. For a complete copy of the procedures, contact the dean's office, Academic Affairs. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. FER PA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands that no information other than "directory information" can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-"directory information." It is not sufficient to ask for letters of recommendation. (See One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health stafD; person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance . It is the responsibility of the student to establish the reasonableness of such non-awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. Physician Assistant Studies for details of its program policy) 7 Right to withhold disclosure of "directory information" FERPA uses the term "Directory Information" to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. "Directory information" includes the following: • The student's name; • The student's address; • The student's telephone number; • The student's e-mail address; • The student's date and place of birth; • The student's major and minor field of study; • The student's academic class level; • The student's enrollment status (FT/HT/LHT); • The student's participation in officially recognized activities and sports; • The student's degrees and awards received; • The weight and height of members of athletic teams; • The student's dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student's photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar 8 must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W, Washington, D.C., 20202-4605, concerning Augsburg's failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. GRADUATE ADMISSIONS Admission to Augsburg College All graduate programs require students to have a bachelor's degree from a regionally-accredited four-year institution. All graduate students must submit completed application forms that can be downloaded from each individual program's web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education-p. 24 www.augsburg.edu/mae MA, Leadership-p. 33 www.augsburg.edu/mal MA, Nursing,-p. 42 www.augsburg.edu/ma_nursing MBA-p. 49 www.augsburg.edu/mba MS , PA Studies-p. 57 www.augsburg.edu/pa MSW-p. 69 www.augsburg.edu/msw READMISSION TO THE COLLEGE tion in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form 1-20, issued by a DBS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S . consulate (although citizens of some countries are exempt from the visa requirement); or 2) if the student is already in the United States and not currently in F-1 status, by sending the 1-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHSapproved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. Simply transferring academically from another school to Augsburg does not transfer a student's F-1 status unless the student and a Designated School Official (DSO) from Augsburg follow these procedures. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: ADMISSION OF INTERNATIONAL STUDENTS To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a "full course of study" to achieve a specific educational or professional objective at an academic institu- U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses) . B. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials-to determine if your degree is equivalent to an accredited U.S. bachelor's degree. Course-by-course evaluation-to show your complete course listing with credit values and grades received for each course. • Calculation of grade point averageto demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=l.0, F=O.O. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg's Adult and Graduate Admissions Office. Augsburg accepts foreign credential evaluations only from the following organization: World Education Services, Inc. www.wes.org A. Proof of English Competency C. Proof of Financial Support In order to receive an F-1 visa, the U.S. Department of State (DOS) regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses , and living expenses for dependents (if applicable). The TOEFL is waived for applicants who have a four-year degree from a Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student's family. Documentation of scholarships and fellowships may be in the form of an 9 Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll. For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. FINANCIAL POLICIES Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student's last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined . Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. 12 CONTAICTTMiE ENROLLMENT C:ENTE'R For info·rm:atlon on eost~ pa~tne11\ts1 flnamli'al aid, tuition disc·ounts, and rr-e~f.uad:s : 13 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals-and here's why. OUR PHILOSOPHY. The Education Department program theme-Teacher as developing professional: from classroom decision-maker to educational leader-suggests the expectations we have that our students will leave our programs prepared to exercise leadership in the classroom and, eventually, the institution. Our department mission statement goes beyond leadership to also lay out our expectations for fostering "student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively." Our urban setting provides yet another dimension to our programs through course content, field experiences, and classroom instructors. Our goal is that students leave our programs prepared to be knowledgeable, collaborative, capable beginning teachers who imbue their practice with ethics, tolerance, and compassion. OUR FACULTY. Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do . We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY. We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. As a student in Augsburg's Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher-the teacher you can become. Vicki Olson, PhD Director, Master of Arts in Education PROGRAMS ELEMENTARY EDUCATION The Education Department offers initial licenses as well as endorsements for already-licensed teachers that also lead to a master's degree. The range of licenses available is described below. The K-6 elementary with a middle school specialty license allows you to teach in grades K-6 and in your specialty area of math, science, social studies, or language arts in middle school. As an alternative to the middle school specialty, MAE elementary licensure students can pursue a prekindergarten specialty. Licensure requirements are offered at both the undergraduate and graduate level. That means classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. Elementary education specialty areas in math, communication arts, and social studies are available through weekend and weekday evening courses. The science specialty area is available through a combination of weekday, weekday evening, and weekend courses. Secondary education licensure is available through weekend and weekday evening courses in social studies, communication arts/literature, and K-12 visual arts. Licenses in other majors, including biology, chemistry, health education, mathematics, music education, physical education, and physics can be completed through a combination of weekend, weekday evening, and weekday courses. All of the following courses must be taken for licensure, and four to six of them may be taken at the graduate (500) level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* Teachers who are already licensed can work towards the MAE degree through the following four licensure options: EDC 410/544 Learners with Special Needs (1.0)* Pre-K specialty area endorsement EED 320/520 K-6 Methods: Reading (1.0)* EDC 490/580 School and Society (1.0) K-12 special education: emotional and behavioral disabilities K-12 special education: learning disabilities K-12 reading endorsement Education Department Mission To complete the license, you will also need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) The Augsburg College Education Department commits itself to developing future educational leaders who foster student learning and well-being by becoming knowledgeable in content, competent in pedagogy, and ethical in practice, and by building relationships, embracing diversity, reflecting critically, and collaborating effectively. EED 311 K-6 Methods: Health (.25) Master of Arts in Education Conceptual Framework EED 350 K-6 Methods: Math (1.0) * Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. EED 360 K-6 Methods: Science (l.O)* The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include at least two graduate-level courses from our Master of Arts in Leadership (MAL) program. This provides students the chance to study aspects of leadership as part of their degree program. Third, the final project-be it an action research or a leadership application project-gives students the opportunity to define an issue of concern and, supported by research, take on a leadership role in addressing it. EED 312 K-6 Methods: Physical Education (.25) EED 330 K-6 Methods: Children's Lit/Language Arts (1.0) EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 481,483 Student Teaching (2.0) *Field experience hours are required in these courses. A minimum of 100 hours in the classroom and educationrelated settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. These experiences occur in K-8 classrooms during the weekday. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor's degree and/or other coursework Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards in a specialty area for middle school: subject area specialties are offered in communication arts/literature, social studies, math, and science. The pre-K specialty is also available. Specific requirements are on file in the Education Department. Previous coursework can be accepted into the licensure program if i.t meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than seven years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. EOC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: PPST and admission to department) EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EEO 312 K~6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) Elementary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EOC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admissions to department) EEO 330 K-6 Methods: Language Arts/Children's Literature Examination and preparation of materials and resources for children's literature and language arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 331 Middle School Methods: Communication Arts/Literature - Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: PPST and admission to department) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 34 2 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: PPST and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: PPST and admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: PPST and admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Specialty for Elementary Licensure ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents) SECONDARY EDUCATION K-12 and 5-12 licensures in several content areas are offered weekends and weekday evenings through a combination of graduate and undergraduate coursework. Additional content areas are available through the weekday program. K-12 licenses allow you to teach your content area across elementary, middle school, and high school. Licenses for grades 512 allow you to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to people who already hold a bachelor's degree and meet MAE admissions criteria. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity I Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience and students experience working with current teachers in site based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545) ECE 347154 7 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner's skills are developed through self-evaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the Preprimary endorsement must take SPE 540.) ESE 300/500 Reading and Writing in Content Area (1.0) To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 -2.0)* ESE 481, 483, 485 Student Teaching (2.0-3.0) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in a content area is required for K12 and 5-12 licensure. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Additional content area coursework tied to licensure standards is generally required, even with a completed academic major. The following majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5-12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. The following majors are offered primarily or entirely through the weekday program: biology, chemistry; physics, health, physical education, music, and mathematics. Students seek- ing licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9-12 license in physics, chemistry, or biology and have the option of adding the 5-8 general science to the 9-12 license. Students also can obtain the 5-8 general science license without the 9-12 license. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than seven years is judged on a case-by-case basis. Education Department policy requires that a minimum of two content area courses be taken at Augsburg. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EDC 480/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Communication Arts/Literature licensure do not take this course). ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq.: PPST and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 330 K-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 340 K-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience. (Prereq.: PPST and admission to department) ESE 350 K-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Required for elementary concentration in communication arts/literature and for communication arts/literature license. Fieldwork experience. (Prereq.: PPST and admission to department.) ESE 351 K-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master's degree in education. EDC 200/522 Orientation to Education (LO)* ESE 352 K-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: PPST and admission to department) EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EED 320/520 K-6 Methods: Reading (1.0)* SPE 315 Special Education Critical Issues Seminar (.5) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: PPST and admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three courses. Student teaching occurs upon satisfactory completion of licensure program and program portfolio. SPECIAL EDUCATION The MAE program with licensure in special education is based on an innovative internship model that allows coursework and experience to occur simultaneously. In addition to student teaching, students must complete two 40-hour field placements where they will gain experience working with students from age groups different from their internship site. There are two licensure options in the K-12 Special Education program: emotional/behavioral disabilities (EBD), and learning disabilities (LD). Both programs qualify you to teach in special education programs and positions; many students get licensure in both. SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities (LO)** SPE 410/510 Implementing Assessment Strategies (1.0)** SPE 420/520 Planning, Design, and Delivery (1.0) ** SPE 430/530 Instructional and Behavioral Practices (1.0)** SPE 490/540 Parent and Professional Planning (l.O) ** Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 330 Children's Lit./Language Arts and Also available is the Naadamaadiwin Tribal Special Education Cohort-This graduate hcensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is being offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face; partly online) cohort program. The licensure courses can be applied towards the MAE degree . See the Education Department and www.augsburg!edu/ mae/academics/ais_focus.html for more information. EED 350 K-6 Methods: Math* EED 360 K-6 Methods: Science* (see course descriptions under Elementary Education). *Ten to 20 hours of field experience required as part of this course. Students currently working in schools can often use their school employment for their field experience. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K-12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. (Minimum 10 hours/week). EED 320/520 K-6 Methods: Reading The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Fieldwork experience. (Prereq.: PPST and admission to department) Eligibility: To be eligible to apply to the special education program at the graduate level, students must have a degree and be currently employed in a K-12 setting as a paraprofessional or licensed teacher, and/or have experience working with students who are labeled with emotional, behavioral, or learning disabilities, as well as considerable time available for volunteer field placements. EED 330 K-6 Methods: Language Arts/Children's Literature See course description on page 17. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and regular educators to facilitate inclusion of special education students into the regular education classroom. Special Education Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 17. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. (Undergraduate prereq.: ENL 111, sophomore standing) EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) See course description on page 17. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: PPST and admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: PPST and admission to department or special permission of instructor) EED 350 K-6 Methods: Mathematics See course description on page 17. EED 360 K-6 Methods: Science See course description on page 17. SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. SPE 400/500 Teaching Students with Emotional/ Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability (Prereq: PPST and admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the prereferral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: PPST and admission to the epartment) SPE 420/520 Planning, Desigu, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: PPST and admission to the department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: PPST and admission to the department). SPE 4 30/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: PPST and admission to the department) ESE 300/500 Reading/Writing in the Content Areas* The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Should be taken at the graduate level for the reading endorsement. Field experience required for K-12 reading endorsement. (Prereq.: PPST and admission to the department) SPE 4 34/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: PPST and admission to the department). EDC 505 Literature in the Classroom (.5 course) The study and use of literature in the K-12 classroom. SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: ENG 111, PPST and admission to department). EDC 510 Clinical and Reading Program Leadership The study of effective leadership and professional development strategies for individual schools and school districts, reading standards, state and federal reading legislation, and fiscal and budgetary operations. The focused implementation of knowledge and skills gained in reading licensure coursework. Field experience required. (Taken concurrently with EDC 508) EDC 508 K-12 Reading Assessment and Evaluation The study of student reading development, the knowledge and use of gathering and analyzing data of students' reading, and designing and applying appropriate reading curriculum based on this information. Field experience required. (Taken concurrently with EDC 510) SPE 481, 483, 485, 487 Student Teaching (1.0-2.0) READING ENDORSEMENT PROGRAM Augsburg College offers a K-12 Reading Endorsement program. This endorsement has been established to provide teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (1.0)* ESE 500 Reading/Writing in the Content Areas (1.0)* *The courses EED 320/520 and ESE 300/500 are offered to both undergraduate and graduate students: EED 320/520 is part of the elementary and special education initial licensure programs; ESE 300/500 is part of the secondary initial licensure program. The rigor of the courses is increased at the graduate level. Reading license candidates who have already received their initial teaching license and who are graduates of Augsburg College within the past seven years will not be required to retake the entire version of EED 320/520 or ESE 300/500. However, they will be expected to complete the requirements for the graduate portion of the course they have already taken within the context of a half-credit independent study. If the graduate course was taken as a part of initial licensure (EED 520 or ESE 500) students do not need to repeat the course; however, if ESE 500 was taken without a field experience, 20 hours in a high school or middle school reading setting must be completed. EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (1.0)* EDC 510 Clinical and Reading Program Leadership (1.0)* Reading license candidates who already have received their initial K-8 teaching licensure and who are graduates of Augsburg College, but not within the past seven years, will be required to take EED 520 or ESE 500 at the graduate level. *Field experience required Reading Endorsement Course Descriptions EED 320/520 K-6 Methods: Reading* The study and use of a variety of teaching techniques and resources in reading, including the diagnosis and correction of reading difficulties. Should be taken at the graduate level for the reading endorsement. (Prereq.: PPST and admission to the department) Reading license candidates who have already received their initial teaching licensure and who are not graduates of Augsburg College will be expected to take EED 520 and ESE 500. STUDENT TEACHING Education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point. Student teaching for elementary and secondary initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching and meet at Augsburg College for a student teaching seminar several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students do half of the student teaching experience in the metro area and the remaining portion in another country. Opportunities to teach abroad are available around the world, and it is a wonderful opportunity to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is completed as part of the internship year if students are working in a licensure appropriate setting. If not, student teaching is carried out after completing the special education coursework. A supervised practicum for the reading endorsement is completed as part of EDC 510 Clinical and Reading Program Leadership. No further student teaching is required for this endorsement. GRADUATE DEGREE COMPLETION Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education core, with between four to six Augsburg graduatelevel licensure courses fulfilling master's requirements. To earn a master's degree beyond the core of education classes, students will need to successfully complete a minimum of three additional graduate-level courses: • a research methods course, typically ML 514 • an elective course chosen from leadership-focused courses in the Master of Arts in Leadership (MAL) program The goal for the graduate degree completion component is to foster the development of teachers as leaders within the institution and community as in line with our program theme and department mission statement. Graduate Degree Completion Course Descriptions Research Methods Course All students seeking the Master of Arts in Education degree must complete a graduate-level research requirement. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. MAE Final Project Options Students have two options for fulfilling their Master of Arts in Education final project: a leadership application project (LAP) or action research. This project serves as the capstone of the master's program. EDC 585 Leadership Application Project The leadership application project (LAP) is a research-based study that links issues of leadership and education with the degree candidate's personal interests. The character of the project will vary with the nature of the investigation and the materials involved, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate's workplace or place of service. EDC 586 Action Research in Education (.5 course) This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one's practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. • a research- or leadership-based final project Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional leadership or education graduate courses to reach the total of nine required courses. A minimum of four graduate-level licensure courses are required for the MAE degree. The research methods course will help prepare students to evaluate and document research for use in their final project or paper. This course examines both qualitative and quantitative research methods. The leadership elective courses allow students to examine issues of leadership at a personal or ins ti tu tional level. Students have two options for fulfilling their Master of Arts in Education final project, which serves as the capstone of the master's program: a leadership application project (LAP) or action research course sequence and project. EDC 587 Action Research (.5 course) The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate's research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. ML 510 Visions of Leadership: A Historical and Literary Journey ML 511 Creativity and the Problem-Solving Process ML 520 Self-Identity, Values, and Personal Growth ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 545 Decision Making and Leadership Credit Evaluation: An official transfer credit evaluation of your previous academic work will be completed as part of the admissions process. ML 550 Communication, Decision Making, and Technology ML 560 Developing a Multicultural Perspective Advising and Registration: You are able to participate in ML 565 Women and Leadership academic advising and the registration process after you have been accepted. ML 599 Special Topics (as appropriate) ADMISSION REQUIREMENTS Students admitted into the MAE program must have completed: • a bachelor's degree from a regionally-accredited four-year institution, and can obtain licensure at the graduate level • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-3.0 may be admitted conditionally into the graduate licensure program. They can apply to the MAE full licensure and degree program after achieving 3.0 or better in two (2.0) Augsburg courses. Minimum Grade Policy and Academic Probation Students who fail to maintain a cumulative 3.0 GPA in a given term in graduate course work are notified that they are on academic probation and have one term to raise their GPA to the required level. Failure to do so could mean dismissal from the program. Students who receive below a 2.0 in any course required for licensure-undergraduate or graduate-are notified that they are on academic probation and must repeat that course as soon as possible and raise it to the appropriate level. Failure to do so could mean dismissal from the program. Students who receive a 2.0 in a graduate course may use that course for licensure purposes, but it will not be counted towards degree completion. Application Checklist The following items must be sent to the Augsburg Adult and Graduate Admissions Office: • Completed application form-www.augsburg.edu/mae • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, and vocational/technical schools) sent directly to the admissions office. Applying to the Education Department: Once accepted to the College, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. MAE IN ROCHESTER In step with Augsburg College's excellent reputation in the field of education, the licensure portion of the Master of Arts in Education program is now offered in Rochester*. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. *Some licensure and content classes will be held in Minneapolis for students taking the Elementary Education licensure. Elementary education: The K-8 elementary with a middle school specialty license allows you to teach in grades K-8 and in your specialty area of math, science, social studies, or language arts in middle school. Augsburg College offers this license to people who already hold a bachelor's degree and meet admissions requirements. Special education: Emotional Behavioral Disorder/Learning Disability: This program is designed for those currently working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. MAE degree completion courses are currently held in Minneapolis. ACCREDITATIONS AND APPROVALS Augsburg is accredited by: Admission as an international student • The Higher Learning Commission of the North Central Association of Colleges and Schools International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. • National Council for the Accreditation of Teacher Education Augsburg is approved by: Minnesota Board of Teaching Acceptance: You will be notified of the Admission Committee's decision usually within one to two weeks after your application file is complete and has been evaluated by the committee. For additional accreditations, approvals, and membership, seep. 3 MAE FACULTY Elizabeth M. Ankeny , Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Jeannie Uhlenkamp , Instructor of Education, BA, University of Minnesota; MSE, University of Wisconsin-River Falls. Diane C. Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Jacquylynn Brickman , Instructor of Education. BA, Augsburg College; MEd, St. Mary's University. Christopher R. Brown, Field Experience Coordinator/ Charter School Liaison, Instructor of Education. BS, Bemidji State University; MEd , University of Sydney, Australia. Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire , Associate Professor of Education. BS, MA, PhD, University of Minnesota. Cheryl Gresczyk, Instructor of Education. BA, University of Minnesota; MA, College of St. Thomas. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University. Anne Kaufman , Associate Professor of Education. BS, MA, PhD, University of Minnesota. Mary Beth Kelley , Instructor of Education. BS, University of Wisconsin-Eau Claire; MEd , Bethel College. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Lynn Lindow, Associate Professor of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Susan O'Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD , Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson , Assistant Professor of Education. BA, MEd, University of Minnesota. Christina Peper, Instructor of Education. BA, University of Minnesota; MEd, Southeastern Louisiana University. Ronald Petrich , Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas. Dana L. Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West , Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University Master of Arts in Leadership Master of-Arts in 'Leadership Welcome to the Master of Arts in Leadership (MAL), a program that has been a vital part of Augsburg College since being founded in 1987. The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life. The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and the nonprofit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your own realm of expertise. Our program will help you develop skills you need to be an effective leader in an ever-changing world. I am frequently told by students that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened doors that would otherwise have remained closed. To learn more about the program, go to www.augsburg.edu/mal. I would be happy to help you determine how Augsburg's Master of Arts in Leadership program may benefit you. Contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing you on campus soon! Norma C. Noonan, PhD Director, Master of Arts in Leadership Mission Statement The primary purpose of the Master of Arts in Leadership program is to develop leaders for organizations, the community, and society Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. Introduction The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg's program recognizes that today's leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. The Master of Arts in Leadership (MAL) is the core program of Augsburg's Center for Leadership Studies (CLS). The MAL program, launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face and an ability to achieve solutions consistent with an organization's mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. incorporate some online work into their agenda. MAL students may take up to seven courses during the calendar year. It is possible to complete the degree within two years if a student takes two courses each trimester. Community of Learners Essential to the goals of the MAL program is participation in a community of learners gathered on the Augsburg campus. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master's program. A sample class schedule in the MAL program Period I Period II Saturday Saturday 8 a.m. to noon 1 to 5 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. An occasional course is taught on an immersion model which features fewer but longer sessions. A few courses are held on Sunday afternoons, from 1 to 5 p.m. Augsburg College has a summer session. The MAL program usually offers at least two classes during the summer. The courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. LEADERSHIP DEVELOPMENT MODEL Leadership Development Model-Augsburg College The MAL program promotes leadership as a process that inspires cooperation among people who must compete for limited resources, promotes productivity within and beyond the organization, and works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the leadership development model, that serve as specific outcomes for the MAL program. Augsburg's model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. CURRICULUM DESIGN Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, classes meet on alternate Saturdays for four hours. A few courses are taught by the immersion model, which has fewer sessions but longer meeting times. Most courses Each MAL course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, discussion, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. LEADERSHIP DEVELOPMENT MODEL Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • Innovativeness Facility for Persuasion Communicative • • • • • • Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Final project options There are three ways to complete the MAL degree. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete a thesis or a major leadership application project and 11 credits. In the Non-Thesis Option (Plan B), students must complete 11 credits, two papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 credits, including the comprehensive exam seminar. Plan A: Thesis/LAP Option Students who select the Thesis/LAP Option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This researchbased study gives the student the opportunity to "tie together" what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the Thesis/LAP Option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students who do not complete their thesis or leadership application project within two years are required to pay a continuation fee each trimester.* Effective listener Effective speaker rnective writer Diplomatic ability Effective team member Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of Individual differences Decisive • • • • • Self-confidence Analytical ability Ability to think critically Understanding of research Ability to manage connict Plan 8: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the Non-Thesis Option, refer to the Thesis/LAP Project and Non-Thesis Project Guidelines booklet. Students who do not complete their independent project within a year of registering for ML 597 are required to pay a continuation fee each trimester.* *Both Plans A and Bare governed by Augsburg College's policy on continuation. A student taking Plan A has a maximum of seven trimesters (including the one in which registration initially occurred) to complete a thesis or LAP. After that the student may continue with permission but will pay a fee each trimester. A student taking Plan B has a maximum of four trimesters (including the one in which registration initially occurred to complete the Plan B final project. After that the student may continue with permission but will pay a fee each trimester. The fee is a continuation fee and is separate from any parking permits or other incidental fees. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a Comprehen- ML 574 Strategic Leadership The course develops students' ability to think strategically and lead organizations through planning and implementation; application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and approximately two weeks in Nicaragua. The Nicaraguan portion includes a home stay, meetings with leaders in various venues, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy; the arts, business, foreign investment, and relations with the U.S. government and nonprofit organizations are explored. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership presented by instructors who participate in the seminar. Emphasis on critical thinking, discussion, written analysis. Prereq.: oneyear coursework in MAL program and ML 510) ML 589 Comprehensive Exam Seminar (PIN} This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program. No other course may be taken at the same time. ML 592 Thesis/LAP Consultation I (PIN) Independent final research project supervised by an academic adviser. *A student may count only ML 597 or ML 598 for credit toward the MAL degree, except with permission of the MAL program director. Post-Master's Certificate in Leadership Studies Graduate students who already possess a master's degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area such as ethics and leadership, global leadership, organizational leadership, communications, or leadership development. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the postmaster's certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master's degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings and the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. General requirements for the accounting/MAL program ML 593 Thesis/LAP Consultation II (PIN) Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project* Major written project in an area of the student's choice; to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper ML 598 Independent Study* Provides directed independent study in an area of the student's choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. • GPA of at least 3.30 • interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Stu Stoller ADMISSION REQUIREMENTS Admission as an International Student Applicants to the program must have: International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. • Bachelor's degree from a regionally-accredited four-year college or university • Minimum cumulative undergraduate grade point average (GPA) of 3.0 (on a scale of A=4.0) and a minimum cumulative GPA of 3.0 for graduate courses completed at an accredited college or university: • Three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Applicants holding a master's or other advanced degrees from accredited colleges or universities are admissible. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a "rolling" basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following items must be submitted to the Adult and Graduate Admissions Office: ACADEMIC POLICIES Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on PIN basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. In order to graduate a student must have a GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for final projects (ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. MAL Program Enrollment Policy Students may take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. All students are required to complete all components of the program within five years. Extensions beyond five years will be considered on the basis of petition to the MAL Advisory Committee. Students who leave the program for more than one trimester must request a leave of absence in writing from the MAL program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit to the Office of the Registrar. Time spent on an official MAL-approved leave of absence will not count toward the five-year deadline for degree completion. ACCREDITATION AND AFFILIATIONS • Completed application form-www.augsburg.edu/mal • $35 nonrefundable application fee • A 1-3 page statement relating the applicant's career and life goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant's work style and leadership potential Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MAL FACULTY Andrew Aoki , Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson , Professor Emeritus of Religion. BA, Augsburg • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred. College; BD, Luther Theological Seminary; MA, PhD, Columbia University. • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any Thomas Berl<as, Instructor of Leadership Studies. BCE, PhD, University of Minnesota. Graduate Faculty in Organizational Management, Concordia University, St. Paul. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Cass Dalglish , Associate Professor of English. BA, College of St. Catherine; MFA, Vermont College; PhD, The Union Institute. Curtis Paulsen , Associate Professor of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Diane Pike , Professor of Sociology and Director of the Center for Teaching and Learning. BA, Connecticut College; PhD, Yale University. John Schmit, Associate Professor of English. BS, St. John's Joseph A. Erickson , Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota. John Furia, Assistant Professor of Business Administration. University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson , Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. BA, Rhode Island College; MPA, University of Rhode Island. Joseph Volker, Instructor of Leadership Studies. BA, UniverDaniel S. Hanson , Assistant Professor of Communication sity of California-Irvine; MA, PhD, University of Minnesota. Studies. BA, Augsburg College; MA, University of Minnesota. Garry Hesser, Professor of Sociology, Director of MetroUrban Studies, and Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University: Rosemary J. Link, Professor of Social Work and Associate Vice President for Academic Affairs and Dean of Graduate Studies. BA, University of Southampton; Postgraduate diploma and CQSW, University of London; PhD, University of Minnesota. Steven Manderscheid , Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Thomas Morgan , Professor of Business Administration and Executive Director, Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan , Professor of Political Science, and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana University. Magdalena Paleczny-Zapp , Associate Professor of Business Administration. BA, MS, PhD, Academy of Economics, Krakow, Poland. Catherine Paulsen , Instructor. BA, St. Olaf College; MA, Lone Mountain College. STAFF Patty Park, Program Coordinator Master of Arts in Nursing Master of Arts in Nursing We are excited about the educational opportunities, engaging practicum experiences and wealth of transcultural nursing knowledge offered in the Master of Arts in Nursing program at Augsburg College. We are also proud of our students who come from a wide range of diverse cultural, educational, and experiential backgrounds. Some master's degree candidates enter directly from college, others are making mid-life career changes, and some are returning to college after raising a family. The career options in nursing are more variable and more rewarding than ever before. As our population ages and becomes increasingly diverse, nurses are challenged to respond with creativity and competence. The master's program prepares nurses for leadership across care systems, population groups, cultures, and settings, with particular emphasis on addressing global and local health inequities. Graduates of our master's program are practicing in acute care, community and public health, education, nursing administration, and emerging care settings that are responsive to the needs of culturally diverse and underserved populations. Many of our graduates are creating innovative practice models that demonstrate interdisciplinary leadership and economically feasible solutions to health inequities within communities. Students can choose between two tracks of study in the master's curriculum: Transcultural Nursing in Community or Transformational Nursing Leadership and Management. Classes are offered at the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minnesota. Video conferencing is used for most classes and allows for "real time" connections between students in the two sites. Program faculty and staff are available at both sites and eager to assist students in expanding their nursing practice and advancing their career options while exploring together how we transform our unique gifts and interests into personal and professional service in the world. Sincerely, Cheryl Leuning, PhD Chair, Department of Nursing Director, Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. TRANSCULTURAL NURSING IN COMMUNITY The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification in Advanced Community Health Nursing. A total of 10 courses plus a thesis or graduate project are required. Three courses in the Advanced Nursing Core, which all Master of Arts in Nursing students must take, five courses from the Transcultural Nursing in Community Track, and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice NUR 520 Research Methods in Nursing NUR 523 Theory, Research, and Practice Seminar Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care NUR 503 Transcultural Health, Families, and the Life Cycle, and NUR 515 Managing Nursing Effectiveness within Care Systems OR The Politics of Health Care NUR 541 Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I NUR 511 Advanced Community Health Nursing II NUR 530 The Power of Ritual and Ceremony for Transformation NUR 532 Transcultural Healing Practices ELECTIVES-two graduate elective courses, which may include the following: ECO 520 Economics of Health Care in a Global Community Visions of Leadership ML510 ML511 ML530 ML531 ML560 NUR 530 NUR532 NUR562 Creativity and the Problem-Solving Process Ethics in Communication The Dynamics of Change Developing a Multicultural Perspective The Power of Ritual and Ceremony for Transformation Transcultural Healing Practices Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa Note: Academic advisers can inform students about other possible electives. *Students seeking certification in Advanced Community Health Nursing from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. Thesis or Graduate Project-students are required to complete either a thesis or a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project NUR 535 Integrative Master's Thesis TRANSFORMATIONAL LEADERSHIP AND MANAGEMENT The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students' competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a thesis or graduate project. Three courses in the Advanced Nursing Core, which all Master of Arts in Nursing students must take, five courses in the Transformational Leadership and Management Track, and two elective courses make up the course work for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nurs ing Practice Research Methods in Nursing NUR 520 NUR 523 Theory, Research, and Practice Seminar Transformational Nursing Leadership Track (five courses)* NUR 500 Transcultural Health Care NUR 521 Transformational Nursing Leadership BUS 520 Management of the Healthcare Organization Two of the following courses: ML 511 Creativity and the Problem-Solving Process ML 527 Spirituality and Leadership in the Workplace ML 535 Organizational Theory and Leadership ML 565 Women and Leadership Electives-two graduate elective courses, which may include: ECO 520 Economics of Health Care in a Global Community ML510 Visions of Leadership Creativity and the Problem-Solving Process ML511 Ethics in Communication ML530 ML531 The Dynamics of Change ML560 Developing a Multicultural Perspective NUR530 The Power of Ritual and Ceremony for Transformation NUR532 Transcultural Healing Practices NUR562 Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa Note: Academic advisers can inform students about other possible electives. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students are eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). Thesis or Graduate Project Students have two options for fulfilling their Master of Arts in Nursing final project, which serves as the capstone of the master's program: a graduate field project, or an integrative master's thesis. The graduate field project, NUR 525, is based on a selfselected issue relevant to transcultural nursing in community or transformational nursing leadership. The student will focus primarily on the application and integration of knowledge. Working with an adviser, the student will design and/or implement and evaluate a model of advanced practice nursing applied to health inequities in a selected community, or a nursing leadership issue. The integrative thesis option, NUR 535, expands upon and/or extends theoretical foundations or concepts identified in transcultural nursing, community health nursing, and/or nursing leadership literature. The thesis project demonstrates the student's ability to do independent research involving the exposition of primary and secondary literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced practice nursing. Students register for their final project, with their adviser's permission, near the end of the program. Students must complete all coursework and defend the project within two years after registration. After two years, students must pay a continuation fee of $200 per term in order to retain student status in the graduate program, including library privileges, AugNet access, and parking privileges. Please refer to the "Graduate Field Project or Integrative Thesis Procedures and Policies" booklet available in the Nursing Department for additional information. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg's Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities are four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and healthcare challenges within a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. COURSE DESCRIPTIONS NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining "blueprint" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of selforganization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural healthcare organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I This course focuses on persons, families and groups living in relationship. Emphasis is on applying the core functions of community/public health - assessment, policy development and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. Prerequisite: NUR 510. (72 hours of practice experience) NUR 515 Managing Nursing Effectiveness within Care Systems In planning and implementing nursing activities, healthcare organizations are considered subcultures of society, which entail particular issues of access and utilization for marginalized people. Strategies for negotiating structures of privilege and professional control will be explored. Working with marginalized populations, students will identify and support the agency or persons who are seeking help from these systems. Nursing action will focus on mediating subcultures of clients with the subculture of healthcare systems. Major emphasis will be placed on mutuality with clients in planning actions and evaluating outcomes. (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. Prerequisite: a college-level statistics course. (36 hours of practice experience) NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (72 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. Working with a nursing faculty adviser, students design and/or implement and evaluate a theory-based model of advanced practice nursing. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach to healing. Students will have an opportunity to interact with persons who integrate ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices , movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 535 Integrative Master's Thesis The integrative thesis expands upon or extends the theoretical foundations in the literature of Transcultural Nursing in Community or Transformational Leadership and Management. It demonstrates the student's ability to do independent research that integrates past and current literature appropriate to the topic, the collection and analysis of empirical data, and the articulation of implications for advanced nursing practice or leadership in nursing organizations. Students will defend the project to their selected graduate committee (comprised of the student's faculty adviser and two readers) and invited guests. Plans for disseminating the report for public and professional use are encouraged. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and HIV/AIDS in sub-Saharan Africa This broad-based interdisciplinary course explores the influence of culture and gender on the HIV/AIDS pandemic in sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological, and political responses to the disease are examined. Women's collective and individual efforts to preserve the health of their families and communities are highlighted as hopeful and positive responses to the HIV/AIDS crisis in sub-Saharan Africa. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts which underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g. , issues of access and cost. ML 510 Visions of Leadership: A Historical and Literary journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 52 7 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ADMISSIONS REQUIREMENTS Applicants into the Master of Arts in Nursing program must have: • Bachelor's degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor's degree. • Cumulative GPA of 3.0 (on a scale of A= 4.0) in all previous college coursework • Experience as a registered nurse • Professional liability insurance ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. • Current nursing license • All required immunizations A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter Uanuary), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience ML 535 Organizational Theory and Leadership In-depth exploration of organizational theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. It offers an interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Adult and Graduate Admissions Office: • Completed application formwww.augsburg.edu/ma_nursing • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant's professional and educational goals • Three letters of recommendation-in English-addressing the applicant's character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations • Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above . Refer to the additional requirements outlined in Admission of International Students on page 9. ACCREDITATION AND AFFILIATIONS Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. DEPARTMENT OF NURSING FACULTY Magdeline Aagard , Associate Professor of Nursing. BA, Augustana College; MBA, PhD, University of St. Thomas. Marty Alemc\n, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. I Linda Holt, Instructor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC) . BSN, University of Minnesota; MSN, University of Washington-Seattle. Cheryl Leuning , Professor of Nursing, Chair of the Department of Nursing, and Director of the MAN program. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miiier, Assistant Professor of Nursing. ADN, Rochester State junior College; BSN , Augsburg College; MA, Augsburg College. Susan Nash , Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary's College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Pauline Utesch , Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Master of Business Administration Master of Business Administration We are certain that you will make an excellent decision by choosing Augsburg to develop your skills, knowledge, and capabilities. We believe our program will give you an opportunity to challenge yourself by engaging in classes, projects, and studies that will help form and refine your ability to think critically, analyze problems, and align your decisions with ethical values and beliefs-while gaining valuable, relevant, and contemporary business acumen and skills. Today's business world offers great opportunities to not only realize traditional business goals of increasing shareholder or owner value but also offers individuals a unique opportunity to serve their communities, stakeholders, and associates by exercising good decision-making in the areas of corporate social responsibility, sustainability, and diversity. Our increasingly global and virtual economies call for new knowledge, new perspectives, and new competencies. Graduates of our MBA program are qualified to take their place as leaders in their organizations, their communities, and the global economy. Our unique summative course, the Management Consulting Project, gives students the challenging opportunity to work on real business issues with actual businesses and organizations in the Twin Cities and Rochester. Guided and coached by expert faculty with significant business experience, students work in small consulting teams and bring together the business disciplines they have studied in the program to perform an accurate analysis and recommendation to the client organization. Students in the Augsburg MBA program can choose among a growing number of alternatives that include completion of a core curriculum general MBA, a healthcare management-focused MBA, or additional concentrations in finance, marketing, human resources, international business, or project management. We believe we have the structure and design to promote learning and retain rigor, integrity, and quality in an accelerated degree program. The Augsburg MBA is organized into cohorts, taught by experienced and highly qualified faculty, and aided by excellent facilities, multiple locations, and the latest in technology, From the first day of orientation to the day you walk across the stage at Commencement, we promise to offer you an exciting, challenging, reflective educational experience that will increase your confidence, reinforce your concepts of vocation, and enable you to seek greater roles of responsibility and impact in your career. Sincerely, 4-- ~~ Steven M. Zitnick Director, MBA Program The Master of Business Administration MissionTo prepare students for professional careers in business by developing their decision-making skills and judgment, and by transforming them into effective managers and leaders. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Master of Business Administration Program Overview Todays business leader must be able to quickly analyze situations and information and then critically think through the alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve the students' experience and learning in the program. Our faculty is uniquely qualified to bridge theory and real world application, giving the MBA student the opportunity to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA can be completed in fewer than 24 months. Cohorts Augsburg's MBA program is organized around small groups, or cohorts. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students not only learn from one another, but mentor each other and peer coach. You'll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you will build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Locations and Schedules Classes are offered at four locations: Augsburg's Minneapolis campus, Thrivent Financial in downtown Minneapolis, Augsbsurg's Rochester campus, and at St. Stephen Lutheran Church in Bloomington. Cohorts begin three times per academic year: fall term (September), winter term Qanuary), and spring term (April) . Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Adult and Graduate Admissions Office at 612-330-1390. MBA Advisory Board The MBA Advisory Board is composed of both active and retired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program's progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. COURSE DESCRIPTIONS MBA 592 Leadership: Ethics, Service, and Transformation This course will provide learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, breakeven calculation, and capital budgeting. MBA 545 Organizational Development Theory and application of organizational development (OD) of human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of OD strategies. MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the Internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 510 Managerial Economics Application of economic tools in solving managerial problems . Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers plodding along the beaten path of others. MBA 550 Marketing Management Applying marketing theory and practice to real-li.fe marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 580 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy; and multinational implications. MBA 540 Business and Professional Ethics This course provides students with an understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer's alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization's capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. THE AUGSBURG MBA WITH A HEALTHCARE MANAGEMENT CONCENTRATION This program includes the following courses from the MBA core program, followed by the Healthcare Management Concentration. MBA 592 MBA 520 MBA 510 MBA 570 MBA 530 MBA 560 MBA 545 MBA 575 MBA 550 MBA 595 Leadership: Ethics, Service, and Transformation Accounting for Business Managers Managerial Economics Quantitative Decision-Making for Managers Managerial Finance Communication Issues in Management Organizational Development in Healthcare Management Strategic Technology in Healthcare Management Marketing in Healthcare Management Strategic Management for Healthcare Management MBH 597 Integrated Health Delivery Systems (Required) This course is focused on the health-related industries that comprise the healthcare system in the United States. Critical success factors for the medical care, hospital care, long-term care, mental health care, medical equipment, pharmaceutical, health insurance, and managed care industries are examined. The course also considers the influences of demographics, consumer expectations, and government policies on healthcare system performance. MBH 542 Legal and Ethical Considerations in Health Care (Required) This course covers the laws affecting administration of hospitals and other healthcare organizations: administrative law, corporate and business law, labor law, civil liability, and taxrelated issues. The course also considers the ethical issues underlying financing, organization, and delivery of healthcare services as well as addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources, and increasing professional liability. MBH 53 7 Healthcare Financing (Required) This course focuses on a variety of public and private third party mechanisms for financing healthcare services. A review is made of the various trends and constraints associated with each mechanism. Particular attention is paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisite: MBA 530 Managerial Finance MBH 546 Human Resource Issues in Health Care (Elective or required, depending on location) This course provides complete coverage of relevant human resource issues in healthcare management, as well as a solid foundation in both HR and healthcare administrative practices. It offers a comprehensive, focused approach to the demands of the current human resources role. This practical, hands-on course introduces human resources to those who are preparing to work in any area of health care or health services. Written for practitioners and students in all disciplines related to health, this course covers important topics such as recruitment, training, termination, legal issues, labor unions, design and analysis safety, employee relations, healthcare compensation practices, and the challenges facing healthcare management today. MBH 593 Healthcare Operations Management (Elective) This course analyzes the operations of healthcare organizations to improve quality and productivity. Quality improvement models including Six Sigma are reviewed for usefulness and effectiveness within healthcare delivery or manufacturing environments related to health care. Management information systems (MIS) are evaluated as aids to the quality process. A course project is a key element in applying strategic concepts and processes. MBH 562 Global Healthcare Issues (Required) Governments bear significant responsibilities for assuring the health of their people. As our understanding of the social determinants of health has improved, exercising this responsibility calls for national policies that include planning for the personal healthcare system, addressing broader issues of population health services and links to policies that affect education, economic development, the environment, among other areas. All nations, especially developing countries and those in transition, face challenges to their national health strategies from the effects of globalization and global decision-making on issues that affect health. MBH 572 Information Technology in Health Care (Elective) The course focuses on managing information as a strategic resource within healthcare organizations; designing information systems to capture, combine, and transform information to measure processes and outcomes of care, support collaborative clinical decision-making, support management decisions, empower patients, and improve healthcare operations. CONCENTRATIONS Master of Business Administration students may choose a concentration in one of several disciplines following com- pletion of the core curriculum. A concentration allows students to become competitive in a specific career field or, in some cases, assists the student in achieving a professional certification or accreditation. Graduate Certificates The following concentrations are also available as graduate certificate programs. Students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, may enroll in any concentration as a certificate student. These courses are transcribed and "for credit." In most cases, (depending on employer policies) they will be accepted for tuition reimbursement. Contact the MBA Office at 612-330-1778 or the Adult and Graduate Admissions Office at 612-330-1390 for more information. Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications , and the operations of financial markets. • Financial theory and applications • Investment theory and portfolio management • Financial markets • Options and derivatives • International finance • Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • Marketing research • Marketing communications • Sales management • Consumer behavior • Technology and e-commerce • International marketing Human Resource Management Concentration Students can prepare for careers in the field of human resource management. Major topics cover a wide range of HR functions including training and selection, compensation and benefits, and global issues in human resources. Students completing the certificate will be preparing for certification as a human resource professional (PHR). • Training, selection, and performance • Industrial/Labor relations • Compensation and benefits management • Organizational effectiveness • Global human resources • Strategic human resources Healthcare Management Concentration The Master of Business Administration with a concentration in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today's healthcare organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and decision models that will support the variety of management roles that can be seen in today's healthcare environment. • Legal and ethical considerations in healthcare management • Official GMAT score report (school code 6014)-not required for certificate applicants Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission oflnternational Students on page 9. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. • Integrated health delivery systems • Healthcare financing • Cross-cultural issues in health care • Global healthcare issues • Healthcare operations management (elective) Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 6.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. GMAT Waiver Policy International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • Business English • International marketing • International managerial finance • International business negotiations • International logistics As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate's opportunity for success as well as indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. • Legal aspects of international business ELIGIBILITY Project Management Concentration-coming in 2009 ADMISSION REQUIREMENTS Applicants to the MBA program must have: • bachelor's degree from a regionally accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checl<list The following materials must be submitted to the Adult and Graduate Admissions Office: • completed application-Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Adult and Graduate Admissions Office • Current resume of work history • Two confidential letters of recommendation GMAT waivers may be offered to: Those candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Those who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD,DDS) • Law degree QD)-depending on undergraduate major • Master's or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master's, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the U.S. will be evaluated by the Admissions Committee. (See grade requirement above) • Those who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver will not be granted. GMAT WAIVER CHECKLIST Please submit the following documentation to the associate director of the MBA program: • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver • Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the graduate admissions office) • Current resume (unless previously submitted to the graduate admissions office) • Any other information that you wish to submit to support your request Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, please contact either the Adult and Graduate Admissions Office or the MBA program office. ACADEMIC POLICIES MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Last Day to Withdraw from Class For information regarding the last date on which students may withdraw from a class and receive a "W" on their records, please contact the MBA office. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale as defined below: 4.0 Achieves highest standards of excellence 3.5 3.0 Meets acceptable standards 2.5 2.0 Meets minimum standards Unacceptable performance (no credit - course must be repeated) 1.5-0.0 Unacceptable performance (no credit - course must be repeated) W Grade assigned when a student withdraws from a course after the deadline, "Without notation on the record." Students can only withdraw from the same class two times. If a student withdraws from the same course a third time, he or she must meet with the director of the MBA program to discuss continued participation in the MBA program. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor's signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student's program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Degree Requirements To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher • Successful completion and submission of the management consulting project Students who successfully complete Augsburg's MBA program will receive a Master of Business Administration degree. ACCREDITATION AND AFFILIATIONS Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MBA FACULTY William Arden , Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego. Lori Peterson, Assistant Professor of Business Administration. BSB, Carlson School, University of Minnesota; PhD, University of Minnesota. Larry Sallee , Instructor, Business Administration. BS, University of Wisconsin-Superior; MBA, University of WisconsinLaCrosse; DBA, U.S. International University; Certified Public Accountant (CPA), Certified Management Accountant. Nora Braun , Associate Professor of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. John Schmit, Associate Professor of English. BS, St. john's Thomas Burns, Instructor, Business Administration. BA, Iona David Schwain , Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. College; MBA, University of St. Thomas. C. Lee Clarke , Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary; MBA, University of St. Thomas. University; MA, University of New Orleans; PhD, University of Texas. Joanne Smith , Instructor, Business Administration. BA, Smith College; MA, University of Minnesota. David Conrad , Assistant Professor of Business Administration. Peter Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, EdD, Pepperdine University: BA, Winona State University; MA, EdD, St. Mary's University of Minnesota. John Stein, Instructor, of Economics. BS, University of Detroit; MA, University of Illinois. Stella Hofrenning , Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Stuart Stoller, Professor of Business Administration. BS, MS, Long Island University; Certified Public Accountant (CPA). Mark Isaacson , Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Steven Zitnick, Assistant Professor of Business Administra- Ashok Kapoor , Associate Professor of Business Administra- tion and Director of the MBA program. BA, Shimer College; MS, University of Utah. tion. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University: Edward Lotterman , Assistant Professor of Economics. BA, MS, University of Minnesota. Steven Lukas, Instructor, Business Administration. BS, MA, University of Nebraska; EdD, University of St. Thomas. Roseanne Malevich , Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison. Marc Mcintosh , Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University: Michael Mcllhon, Instructor, Business Administration. BBA, MA, University of Iowa. John Molloy, Assistant Professor ofBusiness Administration. BBA, MS, University of Wisconsin, Madison. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Master of Science in Physician .Assistant ·studies Master of Science in Physician Assistant Studies Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies. Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College's mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity; and commitment to lifelong personal and professional development. Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who cares about changing the world one person at a time, and who is willing to risk becoming different by building on your strengths. Since its founding in 1995, our program graduates have achieved many successes, some of which include: • The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam. • 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try. • ALL graduates seeking employment in the PA field have been employed within six months of graduation. We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to their goal of becoming a physician assistant. Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people. Dawn B. Ludwig, PhD, PA-C Director, Physician Assistant Studies Program student has been in for the required rotations, or may be elsewhere in the state. The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare providers. Each student is evaluated by the physician preceptor for the designated rotation. Nine times during the clinical phase students will return to Augsburg for testing as well as didactic and clinical skill workshops. CLINICAL PHASE DESCRIPTIONS PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women's Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women's health. Inclusion of proper data callee- tion through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program's and profession's principles. Prerequisite: PA 600-607 • Demonstration of a commitment to, and involvement with, underserved communities. ADMISSION REQUIREMENTS Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Note: The Graduate Record Exam (GRE) is not required. Admission to any physician assistant program is a highly competitive process. Augsburg College's graduate program in physician assistant studies receives approximately 250 applications for each entering class of 28 students. The Augsburg Physician Assistant Studies program has a two-step application process-applying through CASPA and to Augsburg's PA Studies Program. Qualified applicants will have: • Bachelor's degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 • Completed the prerequisite courses listed below PA Studies Application Process The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. If you have already completed your undergraduate degree, prerequisites must be completed by the end of fall semester (no later than December 30) of the year you are applying. If you are completing your first undergraduate degree, you may complete prerequisite course work in the spring semester of the year you are applying; however, that coursework must be completed prior to the start date of the program. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your situation. Augsburg's PA Program Supplemental Application can be downloaded from www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the $25 supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students begin the course of study in late May, the application is thus made approximately a year before matriculation. • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology *Labs are recommended but not required. Refer to our "Guide to Prerequisites" on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • Minimum science GPA of 3.0 • Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry • Clinical healthcare experience. Direct patient contact is the best type of experience to obtain in order to strengthen an application. Healthcare experience may be full time or part time, paid or volunteer. Selection Process All complete files ( CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including cumulative GPA, science GPA, overall academic record, service to underserved (meaning disadvantaged, minority; or under-represented populations), direct patient contact experience, knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to lateJanuary. In addition, those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 28 students, as well as a list of alternates will be selected. All applicants are notified of their status by midFebruary. PA PROGRAM POLICIES Technical Standards • The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. • Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/ social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices . Thus, functional use of vision is necessary. • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the healthcare team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. • Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopul- • • monary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg's PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student's work obligations. It is further expected that work obligations will not interfere with the physician assistant students' learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should ou tline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 5 for information on withdrawal. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student's previous academic record and the request for readmission, a decision will be made. Students may be required to repeat selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student's withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. COSTS OF THE PA PROGRAM For tuition information go to www.augsburg.edu/pa. Payment Options For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. FACULTY Beth Alexander , Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth , Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Heather Bidinger, Assistant Professor and Clinical Coordinator, Physician Assistant Studies. BA, University of St. Thomas; MMS, PA Certification, St. Louis University. Donna De Gracia, Assistant Professor of Physician Assistant Studies. BA, Ohio State University; MPAS, University of Nebraska; PA Certification, Bowman Gray School of Medicine. Dawn Ludwig , Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD , Capella University; PA Certification, University of Colorado. Patricia Marincic , Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim , Instructor and Medical Director, Physician Assistant Studies. MD , University of Minnesota; MDiv, Luther Seminary. Brenda Talarico , Assistant Professor of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Master of Social Work Master of Social Worl< You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg's MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students but at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. If you are interested in learning more about our program, I invite you to come to campus for an information session. In that session, we will show you our tightly integrated curriculum, explain our cohort model, and introduce you to some of our faculty and staff. We also invite you to meet individually with our faculty and staff, who are available for appointments. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work SWK 620 Research 2: Practice Evaluation Building on the basic research skills developed in Research I, this course offers a practice-oriented exploration of the range of research methods used in social work practice evaluation. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers to "expand the knowledge base" of social work The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and practice evaluation. Students completing the thesis will have additional assignments fitting the thesis. SWK 625 Family Practice I The family practice methods sequence builds upon the theoretical framework of systems theory, the problem-solving model, and the strengths perspective from the foundation year. This first course in the sequence introduces students to the family level of need conceptual framework (Kilpatrick & Holland, 1999) as the foundation for choice of models for assessment and intervention with diverse families in a variety of practice settings. Family level of need is conceptualized as a hierarchy of needs ranging from basic survival to issues of intimacy or self-actualization of family members. Levels I (assessment and intervention models and strategies directed at basic survival needs) and II (structure and organization of families) will be taught. Presentation of the models will be integrated with current research, family policy; values, ethics, and global perspectives. SWK 626 Family Practice 2 This second course in the family practice methods sequence proceeds to Levels Ill and IV of the family level of need framework (see above). These levels focus on boundaries, conflict, and intimacy. Students will gain a working knowledge of strategies derived from these models. Presentation of the models will be integrated with current research, family policy, values, ethics, and global perspectives. Prerequisite: SWK 625 SWK 627 Family Practice 3 This third course in the family practice methods sequence offers students a selection of one course from two or more special topics, such as Advanced Family Therapy or Mental Health Practice. This will be an opportunity to tailor the skills learned in Family Practice 1 and 2 to an area of specialization within practice with families. Prerequisite: SWK 626 SWK 630 Family Social Policy This course explores the impact of social policies on diverse families, including policies that relate to housing, income maintenance, health, long-term care, education, and discrimination. This course has a dual purpose: to teach substantive knowledge of child and family policy and to teach policy practice skills. The diversity in families as well as ethnic , racial, cultural, and social class differences will be immersed in all content areas. National and international political, social, and economic systems will be a reference point. SWK 634 Creative Problem Solving in Supervision (.5 credit) This course examines knowledge and skill building in the administrative, educational, and supportive functions of social work supervision. The interactional model, creative problem solving, and strengths perspective are the frameworks for understanding and influencing the dynamics of supervision in a variety of settings. SWK 639 Topics in Family Practice: Ethics (.5 credit) Social workers and other human service professionals are often faced with ethical dilemmas and choices requiring ethical decision-making in all fields of practice. The purpose of this course is to help students acquire the knowledge base for ethical practice and to develop skills in identifying and resolving ethical dilemmas. Also, the course will provide students with tools required to make ethical decisions when confronted with conflicting choices occurring within the context of a profession with a specific values base and a code of ethics addressing ethical principles and standards related to clients, colleagues, employers, the profession of social work, and society. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice with both taking on new dimension and meaning for students. All students in field placements must participate in the appropriate concurrent Field Seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content-particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 65 7 AND 658 Diversity and Inequality I and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy; culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery; and identification with the responsibility of social workers "to expand the knowledge base" of social work The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and strucLure, processes of development, research, and evaluation, and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. lt addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective credit for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Child Welfare: History, Policy, and Practice • Social Work with Involuntary Clients • Spirituality in Social Work and Human Services We also offer electives abroad: Exploring Human Services in International Settings (Examples include England, Mexico , Norway, Portugal, Slovenia, and Taiwan.) SWK 698 Independent Study Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work that is of interest to him or her. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. FIELD WORK AND FIELD PLACEMENT Social work education goes beyond the classroom. Through the field experience, we expect that sLUdents will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice • problem solving within a systems framework and strengths perspective • use of advanced practice theories in Family Practice or Program Development, Policy, and Administration settings • evaluation of the effecLiveness of program or practice activities • an understanding of, and respecL for, diverse peoples and cultures • responsibility and service to the local and global community in the interest of social justice • a commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors, students will spend a minimum of 920 hours in two field practica. Each practicum is spread over at least two trimesters (fall and winter) and is concurrent with enrollment in field work integrative seminars as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter terms in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and winter terms in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students work with the MSW field coordinator for such proposals. • • • • • • • • victims of torture faith-based social services neighborhood services legislation advocacy housing services employment services community organizing research centers DUAL DEGREE IN SOCIAL WORK AND THEOLOGY Augsburg College's Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA) or Master of Divinity (MSW/MDiv). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in Theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/ dual_msw.asp. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Field Practicum Settings Three primary objectives have been established: The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • • • • • • • • • • • • • • • • • family and children child welfare mental health crisis intervention senior resources family social policy health and human services corrections and probation public and independent schools youth services hospitals developmental disabilities American Indian family services chronic and persistent mental illness chemical dependency court services immigrant, migrant, refugee services • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment Dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued fulltime. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of Dual Degree Requirements Luther Seminary full courses: 9 Augsburg College full credits: 12-advanced standing, 17-foundation (elective is met at Luther) MSW field practicum course credit hours: see guidelines under field practicum MSW Summative Evaluation Project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. ADMISSION TO THE MSW PROGRAM The Augsburg College MSW program promotes the widest possible diversity within its student populatiop.. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements • Bachelor's degree from a regionally-accredited college or university • Cumulative undergraduate GPA of 3.0 or higher • Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The following materials must be submitted to Augsburg's Adult and Graduate Admissions Office: • Completed and signed application form-www.augsburg.edu/msw or call 612-330-1520. The application completion deadline is January 15 each year for entry in the following academic year. All applica- tions and materials noted below are due by 5 p.m. on the application completion deadline. • $35 application fee • One official transcript from each previously attended postsecondary institution. This includes colleges, universities, and vocational/technical institutions. • Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics course. These courses must be completed prior to enrolhnent. • Completed BSW course equivalency checklist (for advanced standing applicants) • Three completed and signed recommendation checklist forms , with letters attached • Typed, double-spaced personal statement responding to the questions noted on the application form • Results of the TOEFL language tests (for non-native English speakers) • Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 9. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See evaluation of Transfer Credit on p. 6.) Eligible courses must be from a CSWE-accredited program and must receive a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor's degree in social work accredited by the Council on Social Work Education (CSWE) . Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork Seminars 1 and 2, which include 420 field practicum hours. Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3 .0) or higher in order to receive a waiver. Admissions Q&A What do I do if my cumulative GPA is below 3.0? Our faculty are willing to review the application files of applicants with a cumulative GPA below 3.0; however, the comparative standard remains 3.0 or higher. A small percentage of applicants not meeting the GPA prerequisite may be admitted, if otherwise qualified. If your GPA is below 3.0, you must include a brief "Explanation of GPA" with your application documents. You should address the following questions: • Were there limitations that affected your GPA? If so, what is your plan to address these limitations? • Were there extenuating circumstances contributing to the GPA? If so , have those circumstances been resolved? Is human service experience required? Although it is not a requirement, strong preference is given to those applicants with paid or volunteer experience in human services, particularly experience that demonstrates responsibility and leadership. Applicants are advised that MSW field placement options may be limited for those who lack prior human service experience. What if my prerequisite coursework is not done? We require nine prerequisite courses for admission to our MSW program. These include four social science courses, three humanities courses, one biology course, and one statistics course. We are willing to review an application if at least seven of the nine prerequisites are finished at the time of application. This means a maximum of two prerequisites can be pending or unfinished at the time of application and the file will still be reviewed. In the event an offer of admission is extended, it will be conditioned on completion of any outstanding prerequisite courses before enrollment in MSW courses. What if my bachelor's degree is not yet finished when I apply? We are willing to review the application file of an applicant who is lacking one semester or two trimesters of coursework (including practicum) at the time of application. This means that when you apply to our program in January; if you have just finished your final fall semester but still have a final spring term to complete, you must ensure that your fall grades have been posted to the official transcript before having it sent to our office for your application. In the event an offer of admission is extended, it will be conditional on the completion of the bachelor's degree before enrollment in MSW courses. Is academic credit granted for life or work experience? Although experience will make for a strong application file, we are unable to waive any degree requirements for work or life experience. This is the policy in all CSWE-accredited programs. May I seek course waivers for the MSW courses listed on the BSSW Equivalency Checklist if I have taken these equivalent courses at the undergraduate level, but did not major in social work? Unfortunately; no. We offer course waivers for certain MSW courses only when the entire BSSW major (CSWE-accred- ited) has been completed by an applicant and we can therefore assume the applicant has been adequately prepared as a generalist social worker. For the particular MSW courses open for waiver to these advanced standing applicants, we expect a grade of B or higher in the BSSW equivalent course. But it also is expected that the remaining BSSW courses from the social work major were completed satisfactorily and the applicant graduated with an accredited bachelor's degree. If an equivalent course has been taken from another MSW program, please ask us about our transfer of credit procedure. Who makes the admission decision on my application file? Each application file is reviewed by three full-time social work faculty who each make a recommendation on the file. These recommendations are taken to the Social Work Admissions Committee which then renders a final admission decision. How long should my personal statement be? On average, MSW applicants submit a personal statement between three and five pages (double spaced). Approximately one page per question is considered adequate. Fewer than three pages is probably too brief, but more than eight is probably too much. May I visit to speak with someone for advice on putting together the strongest possible MSW application? Absolutely! You may contact our graduate admissions counselor at 612-330-1520 or e-mail to mswinfo@augsburg.edu to schedule an advising appointment. ACADEMIC POLICIES Academic Achievement Students must maintain at least a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • maintain expected grade point average (3.0 or higher); • complete course requirements of the program and field placement in a timely manner; • complete the program within four years; • abide by the department's Standards for Social Work Education and the NASW Code of Ethics. • No more than two courses with a grade of 2.0 or 2.5 will count toward the degree. Courses with a grade below 2.0 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade of N in a field course the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement. www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Four-Year Limit All students are required to finish the degree within four years of matriculation. See page 5 for policy on Continutation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org). Gosnell Scholarship Funds Ten awards ($1 ,000-$4 ,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org) . Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students and can be found at www.augsburg.edu/socialwork/msw/policies.html. Graduate Scholarship Search Tips Searching for grants and scholarships for graduate study can be an arduous task. As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend some time doing your own independent research into graduate funding available locally, nationally; and globally. The simplest way to begin a search for graduate funding is to look online. There are many "free" scholarship search engines on the Web. We suggest you start with these before moving on to the fee-based ser vices. As with most free services, there is a draw-back-your e-mail address may be shared with other organizations that may send you solicitations. You should always use caution when providing your personal information via the Internet. Make sure the webpage you are using to enter a "profile" about yourself is protected by a security system. This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the fine print and know if anything besides your e-mail address will be sold to other organizations. Having said that, the following websites may provide a good starting point for your search : www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc .org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due injune (see www.mnsocialserviceassoc.org). Resources in Academic Libraries Most academic libraries have several directories to peruse if you prefer using hard print. Examples in Augsburg's library reference section: Grants Register Directory of Financial Aids for Women Scholarships and Other Financial Aid for Minnesota Students Financial Aid for Native Americans 1999-2000 (part of a series consisting of additional volumes for African Americans, Hispanic Americans and Asian Americans .) Augsburg Scholarships Augsburg's Social Work Department offers several scholarships each year. These are available to second-year students only. They range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers-25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Military Discount (see page 11.) Other Resources There is a general guide on Augsburg's webpage that gives advice to "seniors" about finding funding for graduate school-go to www.augsburg.edu/gradstudy. ACCREDITATIONS AND AFFILIATIONS Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education ( CSWE). For a complete list of Augsburg's accreditations, approvals, and memberships, see page 3. MSW FORUM All MSW students are invited to participate in the studentrun organization, MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work department meetings via representatives. The forum historically has been volunteer based. Any student may serve on the forum, provided he or she can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. • receive and give feedback on expectations of faculty, students, and the College • plan and coordinate MSW student events, lectures, discussions • organize social action projects FACULTY Anthony Bibus, III, Professor of Social Work, Department Chair. BA., College of St. Thomas; MA, University of Virginia; PhD , University of Minnesota. Laura Boisen, Associate Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Francine Chakolis, Assistant Professor of Social Work. BS , Augsburg College; MSW, University of Minnesota. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences. Christina Erickson , Assistant Professor of Social Work. BS, University of Minnesota; MSW, University of MinnesotaDuluth; PhD, University of Illinois-Chicago. Annette Gerten, Assistant Professor of Social Work BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work. BA , Knox College; MSW, Tulane University; PhD, Case Western Reserve Universit. Rosemary J. Link, Professor of Social Work and Associate Vice President of Academic Affairs and Dean of Graduate Studies. BA, Southampton University; CQSW, London University; PhD , University of Minnesota. Curt Paulsen, Associate Professor of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Field Institute. Past forum members established these guidelines: Nancy Rodenborg , Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School oflnternational Training; PhD, University of Arizona. • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department Glenda Dewberry Rooney , Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD , University of Minnesota . • encourage constructive dialogue among students, faculty, and department and College administrators • make recommendations to the department regarding program improvements Michael Schock, Assistant Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Ngoh-Tiong Tan, Professor of Social Work. BA, University of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota. STAFF Emily Cronk, Administrative Assistant Doran Edwards, BSSW Assistant Director Holley Locher, MSW Program Coordinator Stacy Myhre, Field Assistant Augsburg College Map Forest Lake 1. Center for Counseling and Health Promotion 2. Weekend and Graduate Admissions 3. Air Structure Entrance (November through March) 4. Edor-Nelson Athletic Field and Seasonal Air Structure 5. Christensen Center and Day Admissions 6. MBA Program 7. Foss, Lo beck, Miles, Center for Worship, Drama and Communication 8. Sverdrup Hall 9. Husby-Strommen Tennis Courts 10. Ice Arena 11. Marketing and Communications 12. Lindell Library 13. Maintenance and Grounds Shop 14. Mortensen Hall 15. Murphy Place 16. Murphy Park 17. Music Hall 18. New Residence Hall 19. Old Main 20. Anderson Hall 21. Quad 22. Science Hall 23. Public Safety Communications Center 24. Shipping and Receiving 25. Si Melby Hall 26. Sverdrup-Oftedal Memorial Hall 27. Urness Hall 28. Kennedy Center 29. Oren Gateway Center 74 Rochester ~ 0 lJ -I :i: 6th Street S. I\) "' :f ~Interstate 94 West Interstate 94 East ===?- Augsburg College Board of Regents 2008-2009 Andra Adolfson Dan W. Anderson '65 Jackie Cherryhomes '76 Mark A. Eustis Anthony Genia, MD '85 Alexander J. Gonzalez '90 Michael R.Good '71 Norman R. Hagfors Jodi Harpstead Richard C. Hartnack Rolf Jacobson Rev. Craig E. Johnson, ex officio Ruth E.Johnson, MD '74 Eric J. Jolly Dean Kennedy Dean C. Kopperud Andre J. Lewis '73 Gloria Lewis Jennifer H. Martin Marie 0. McNeff Paul S. Mueller, MD '84 Rev. Duane C. Pederson, ex officio Stephen Sheppard Marshall S. Stanton, MD Philip Styrlund '79 Emily Anne Tuttle Joan Volz '68 Rev. Norman W. Wahl '76 Bonnie Wallace 75 ------ - -- - -- - - --- - -- - --..- ..
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Title: Augsburg College Undergraduate Catalog, 2010-2011
Collection: Course Catalogs
Search Result: 2010-2011 Undergraduate Catalog www.augsburg.edu Augsburg College Undergraduate Catalog 2010-2011 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduat...
Show more 2010-2011 Undergraduate Catalog www.augsburg.edu Augsburg College Undergraduate Catalog 2010-2011 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of publication. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published 2010 www.augsburg.edu A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, A Greeting from the President but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President 4 I Augsburg College 2010-2011 Table of Contents Academic Calendar – 6 Directory – 8 Introducing Augsburg – 10 Facts and Figures – 15 Undergraduate Admissions – 17 Weekend College – 17 Financing Your Education – 20 Student Life – 26 Academic Information – 36 Graduate Programs – 47 Departments and Programs (majors, minors, and course descriptions) – 64 Board of Regents – 245 ELCA Program Unit for Vocation and Education – 246 Faculty and Administration – 247 Maps – 263 Index – 264 Augsburg College 2010-2011 I5 2010-2011 Academic Calendar Day Program (and PA program) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2010 Summer . . . . . . . . . . . . . . . . . . . . September 5-7 . . . . . . . . . . . . . . . . . September 8 . . . . . . . . . . . . . . . . . . October 29 . . . . . . . . . . . . . . . . . . November 8-24 . . . . . . . . . . . . . . . November 25 . . . . . . . . . . . . . . . . . November 29 . . . . . . . . . . . . . . . . . December 10 . . . . . . . . . . . . . . . . . December 13-16 . . . . . . . . . . . . . . . First-year registration New student orientation Classes begin Mid-term break (one day only) Registration for spring Thanksgiving recess begins Classes resume Classes end Final exams Spring Term 2011 January 18 . . . . . . . . . . . . . . . . . . Classes begin March 14 . . . . . . . . . . . . . . . . . . . Mid-term break begins March 21 . . . . . . . . . . . . . . . . . . . Classes resume April 4-15 . . . . . . . . . . . . . . . . . . . Registration for fall April 22 . . . . . . . . . . . . . . . . . . . Easter break begins April 29 . . . . . . . . . . . . . . . . . . . Classes end May 2-5 . . . . . . . . . . . . . . . . . . . Final exams May 7 . . . . . . . . . . . . . . . . . . . . Baccalaureate/Commencement The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar. Please note that future years are subject to change. 6 I Augsburg College 2010-2011 2010-2011 Academic Calendar Weekend College and Graduate Programs (not including the PA program and MBA) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2010 Class Weekends: September 10-12 September 24-26 October 8-10 October 22-24 November 5-7 November 19-21 December 3-5 December 10-12 Winter Term 2011 Class Weekends: January 7-9 January 21-23 January 28-30 February 11-13 February 25-27 March 4-5 (MSW only) March 11-13 (no MSW) March 18-20 (MSW only) March 25-27 Spring Term 2011 Class Weekends: April 8-10 April 15-17 April 29-May 1 May 13-15 May 20-22 June 3-5, June 17-19 June 24-26 (MSW only) NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar. Augsburg College 2010-2011 I7 Directory Area Code 612 Access Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1749 Academic Advising . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1025 Academic Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1165 Academic Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1024 Admissions Offices Office of Undergraduate Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1001 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-788-5678 Office of Graduate Admissions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101 Augsburg for Adults . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1782 Alumni and Constituent Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1178 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-260-6590 Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1249 Campus Activities and Orientation / SOAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1111 Center for Learning and Adaptive Student Services (CLASS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1053 Classroom Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1219 College Pastor/Campus Ministry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1732 Counseling and Health Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1707 Development (financial gifts to the College) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1613 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-273-0617 Enrollment Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046 Toll-free . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1-800-458-1721 Event and Conference Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1107 Facilities Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1041 Financial Aid (scholarships and other aid) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046 General Information (other office numbers; business hours only) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1000 Fax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1649 Graduate Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101 Human Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1058 Lindell Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1017 Lost and Found . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1000 Parent and Family Relations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1525 President’s Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1212 Registrar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1036 Residence Life (housing) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1488 Rochester Campus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .507-288-2886 StepUP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1405 Strommen Career and Internship Center . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1148 Student Affairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1160 Student Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1110 Summer Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1046 TRIO/Student Support Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1311 Weekend College . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330-1101 8 I Augsburg College 2010-2011 Introducing Augsburg College About Augsburg About Augsburg History At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fastpaced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Discovering Your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway— Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 130 years. Education for Service Augsburg offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). (See page 40 for a complete list of majors and minors.) This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 17 majors and a number of certificate programs. Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. Mission Statement The Focus Changed Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles Selection from over 50 Majors “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings.” 10 A College of the Church I Augsburg College 2010-2011 About Augsburg made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (19631980) Augsburg became a vital and integral part of the city. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. The College’s first doctoral program, in nursing practice, has been approved. For information on graduate programs, go to www.augsburg.edu/grad. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. and a center in Bloomington, Minn. Weekend College Augsburg’s Weekend College (WEC) provides an educational opportunity for adults who want to earn a baccalaureate degree and work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts. Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and a variety of majors in the liberal arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges. The Adult Learner Augsburg’s Weekend College is based on the assumption that adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Augsburg Today Alternate Weekends Augsburg continues to reflect the commitment and dedication of the founders who believed: To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four Augsburg College 2010-2011 I 11 About Augsburg hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. The WEC academic year is divided into three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional nine-month academic year. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine arts, networking events, workshops, and convocations. The WEC student body elects its own leaders through the WEC Student Senate. Augsburg for Adults Through the Augsburg for Adults program office, Augsburg continues its tradition of innovation to meet the needs of adult students by creating new programs, providing faculty and staff development in adult learning, and serving adult and non-traditional students. Students are recognized as adult learners from age 25 to 60-plus whether they take courses in the traditional day program, the Weekend College program, or any of the graduate programs. To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad. Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Weekend College’s small classes facilitate the College’s tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management, are offered. 12 I Augsburg College 2010-2011 The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city. Rochester, a city of about 100,000 residents, enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule, on weekday evenings and on occasional Saturdays, making them accessible to working adults. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/ Rochester or by calling the Rochester office at 507-288-2886. Partner Hospitals Program Also within Weekend College, Augsburg offers a bachelor’s completion degree in nursing for registered nurses at three area hospitals, making their education convenient to their workplace. Classes are taught at United Hospital in St. Paul, with video conferencing of these classes to classrooms in Mercy Hospital in Coon Rapids and Unity Hospital in Fridley. College of the Third Age Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and to introducing new topics and subjects related to an ever-changing world. A roster of more than 40 retired, semi-retired, and working professors teach non-credit seminars for the program, based upon their areas of expertise. College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than 200 classes available for group study at partner organizations and facilities. To obtain further information about the program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage. Campus Location Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the oldest of 170 parks in Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just min- About Augsburg utes west and east of campus via Interstate 94, which forms the southern border of the campus. (See map on Page 263.) Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices—The Office of Undergraduate Admissions is located on the first floor of Christensen Center. The Office of Graduate Admissions is located on the second floor of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Strommen Career and Internship Center; and the Office of Marketing and Communication. College of the Third Age and Inter-Race—This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with admission offices, student lounge and recreational areas, the Commons dining facility and A-Club Grille, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The TjornhomNelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. Murphy Place (1964)—Located at 2222 7 1/2 Street, Murphy Place is the home of the Office of International Programs: Augsburg Abroad, Center for Global Education, International Partners and International Student Advising. It is also home to the four ethnic student support programs: American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Augsburg College 2010-2011 I 13 About Augsburg Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. Associated Support Organizations Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction—Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. Policies Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. 14 I Augsburg College 2010-2011 Accreditation and Memberships Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • American Music Therapy Association • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and MSW) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Facts and Figures Augsburg College Facts and Figures Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although the highest percentage of students are Lutheran, 16 percent represent the Roman Catholic Church, and 25 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, American Music Therapy Association, National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education, as described on page 14. Enrollment (Fall 2009)—4,054 students from 40 countries. Graduates—More than 20,000 graduates from 1870 through present. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings with special emphasis on campus accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Financial Aid—Over 90 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and summer school sessions. For Weekend College, Rochester campus, Bloomington Center, and most graduate programs: three trimesters, September to June. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Non-Discrimination Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. Augsburg College 2010-2011 I 15 Undergraduate Admissions Undergraduate Admissions Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, first-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-788-5678. We’ll answer your questions and arrange a tour for you (including most Saturday mornings during the school year). The Office of Undergraduate Admissions is located on the first floor of the Christensen Center and serves traditional and non-traditional students. Application Procedures Day College First-years Application for Admission—Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online for free at www.augsburg.edu/day/apply.html. Transcripts—An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations—Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, pastor, or co-worker. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. The first offers of admission are made in mid-September. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission—Accepted students are asked to make a $150* enrollment deposit to the Office of Under graduate Admissions. Those students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Weekend College Applicants should complete the application form and return it along with the $25 nonrefundable application fee to the Office of Undergraduate Admissions. Students may apply online for free at www.augsburg.edu/weekend/admissions/. Transcripts—Official transcripts from all previous postsecondary institutions should be sent directly to the Office of Undergraduate Admissions. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. First-year applicants who have been out of high school for more than five years do not need to submit an official test score. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee Augsburg College 2010-2011 I 17 Undergraduate Admissions before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and department sections of this catalog to see if admission to the major is required. Transfer Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. No student who falls below the standards for automatic admission to the College will be considered for admission by the Admissions Committee after the month prior to the start of the term. Information regarding transfer credit policies is found in the Academic Information section of the catalog, beginning on page 36. Former Students Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/United/ Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for re-admission through the registrar’s office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. Special Students (Non-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by submitting a petition to the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (nondegree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete a second major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. 18 I Augsburg College 2010-2011 Special Students (Second Degree) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. (See International Student Advising on page 32.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, December 1 for spring. For more information, call 612-330-1001 or 1-800-7885678 (toll-free); e-mail admissions@augsburg.edu; or write to: International Student Admissions Campus Box 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international course work compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 Financing Your Education Financing Your Education Financing Your Education Other Special Fees (Nonrefundable) All students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. Student Activity Fee (part-time students) . . . . . . . $90 Late Registration . . . . . . . . . . . . . . . . . . . $200 Petition fee for waiver of registration deadlines (non-refundable) . . . . . . . . . . . . . . . $50 Lifetime Sport (part-time students) . . . . . . . . . . $220 Newspaper Readership . . . . . . . . . . . . . . . . . $20 Technology Fee (per credit) . . . . . . . . . . . . . . $50 Overload Fee (per course credit over 4.5, Day and WEC/ Rochester/United combined) . . . . . . . . . . . . $3,460 Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) . . . . . . . . . . . $390 (14 lessons—.5 cr.) . . . . . . . . . . . . . . . . $780 Student Teaching (per course for full-time students) $155 Student Teaching (per course for part-time students) $215 Study Abroad (in approved non-Augsburg programs) $425 Zero-credit seminar (part-time students) . . . . . . . $1000 College Costs 2010-2011 Day College The Board of Regents has approved the costs listed below for the 2010-2011 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Day College Tuition, Fees, Room, and Board Tuition (full-time enrollment) . . . . . . . . . . . . . . . $28,240 This rate applies to all full-time students attending in September 2010. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course . . . . . . . . . . . . . . . . . . . $3,460 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $180 for that course. Audit Fee (for part-time students) per course . . . . . . . . . . . . . . . . . . . . . . . . . . $1000 Full-time students—see audit policy on page 59. Room Rent (average starting price) . . . . . . . . . . . . $4,010 (Detailed room rates and housing options are available through the Office of Residence Life.) Meal Plans 15 Plus . . . . . . . . . . . . . . . . . . . . . . . . . $3,840 (15 meals a week; 100 points a semester) 10 Plus . . . . . . . . . . . . . . . . . . . . . . . . $3,740 (10 meals a week; 150 points a semester) 5 Plus . . . . . . . . . . . . . . . . . . . . . . . . . $3,420 (5 meals a week; 345 points a semester) Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Fees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $651 (ACTC bus, student activity, technology, newspaper readership, wind energy fee, MPIRG) 20 I Augsburg College 2010-2011 Fees Billed on Student Account Fees Payable by Check/Cash Application (new and/or special students) . . . . . . . $25 Locker Rental . . . . . . . . . . . . . . . . . . . . . . $40 Student Parking Lot Permit car . . . . . . . . . . . . . . . . . . . . . . . . $220 motorcycle . . . . . . . . . . . . . . . . . . . . $110 Transcript Fee Regular service . . . . . . . . . . . . . . . . . . . . $6 Next day . . . . . . . . . . . . . . . . . . . . . . $10 On demand . . . . . . . . . . . . . . . . . . . . . $16 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) Books and Supplies These costs are estimated to average $125 per course. Deposits Enrollment Deposit (nonrefundable) . . . . . . . . . . . . . $150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit . . . . . . . . . . . . . . . . . . . $200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Financing Your Education College Costs 2010-2011 Weekend College Application Fee (payable once, non-refundable) . . . . . . . . . . . . . . . . . . . . $25 Tuition (per course credit) . . . . . . . . . . . . . $1,725 Tuition (per summer course 2010) . . . . . . . . . $1,675 Activity Fee (per trimester) . . . . . . . . . . . . . $11.50 Facilities Fee (includes parking permit; per trimester) . . . . . . . . $35 Audit Fee (per course) . . . . . . . . . . . . . . . $1000 Lifetime Sports: Fee for Weekend College Course . . . . . . . . . . . . . . . . . . . . $220 Lifetime Sports: Fee for Assessment of Previous Learning . . . . . . . . . . . . . . . . . $150 Nursing Clinical Fee . . . . . . . . . . . . . . . . . $250 Supplementary Student Teaching Fee (per course credit) . . . . . . . . . . . . . . . . $215 Late Registration Fee . . . . . . . . . . . . . . . . . $200 Transcript Fee Regular service . . . . . . . . . . . . . . . . . . . . . . $6 Next day . . . . . . . . . . . . . . . . . . . . . . . . . $10 On demand . . . . . . . . . . . . . . . . . . . . . . . $16 Petition Fee for waiver of registration deadlines (non-refundable) . . . . . . . . . . . . . . . $50 Zero-credit seminar . . . . . . . . . . . . . . . . . . $1000 Payments Day college Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student. Payment Options—Augburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. Weekend College A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. For tuition and fee information, please refer to the financial aid website. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg. edu/enroll/accounts.html) Financial Policies A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refunds Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the registrar’s website. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The Augsburg College Refund Policy for Day, Weekend, Rochester, Bloomington, and Graduate Studies. The refund schedule is based on the percentage of class time remaining on the date of the student’s official withdrawal from class. This applies to all students who drop one or more courses during each term. Augsburg College 2010-2011 I 21 Financing Your Education Percentage of class time remaining after official drop or withdrawal: Amount of refund: 100% to 90% remaining . . . . . . . . . . . . . . . . . . Full refund (minus $100 administrative fee) 89% to 80% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 80% 79% to 70% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 70% 69% to 60% remaining . . . . . . . . . . . . . . . . . . . . . . . . . 60% 59% or less remaining . . . . . . . . . . . . . . . . . . . . No refund This refund schedule is effective whether or not a student has attended classes. Please allow two weeks for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the registrar’s website. Medical refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the registrar’s website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. 22 I Augsburg College 2010-2011 Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage www.augsburg.edu/finaid/sap.html. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2009-2010 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and the Augsburg Aid form help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, debts, retirement needs, and special considerations. How to Apply The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at www.fafsa. ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after January 1. Applications must be filed by March 1 for priority consideration. 3. Complete the current year Augsburg Aid form, available at www.augsburg.edu/finaid, and submit it to the Enrollment Center. Financing Your Education 4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2009 to be considered for financial aid for 2010-2011). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. What Happens Next? December 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or December 1 for spring. Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: Augsburg Legacy Award—These scholarships provide tuition • institutional financial aid programs and requirements for continued eligibility, • federal and private loan programs (students must complete a loan application to receive loan funds), and • payment plans/options for the current school year. Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships recognize incoming first-year students of high academic science achievement. The renewable award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must be in the top 30 percent of their high school class or on national tests (ACT or SAT), have a grade point average of 3.0 or above in the proposed science major, have completed intermediate algebra or pre-calculus, and be a full-time student in the day program. No scholarship application is required. Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment. Kinds of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application must be postmarked by January 30. Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring. Call Undergraduate Admissions for information, 612-330-1001. Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or awards to full-time day students working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or December 1 for spring. ACAP Scholarship—Awarded to incoming first-year students who have participated in a college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is March 1. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The application deadline requires a postmark of January 25 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA congregation within Augsburg College 2010-2011 I 23 Financing Your Education the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from the sponsoring organization should be submitted to the Enrollment Center. Gift Assistance (Need-Based) Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. This grant is also based on financial eligibility. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2009-10 is $5,350. Bureau of Indian Affairs/Tribal and State Indian Scholarship— Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $20,000. 24 I Augsburg College 2010-2011 Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2009, is a fixed rate of 5.6% and 6.8%, respectively. The following borrowing limits apply to the Stafford Loan program after July 1, 2009: • First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford) • Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement; the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Financial Aid website. Student Employment Augsburg College provides work opportunities for students. Assignment is based on financial eligibility and potential competence in performing the duties assigned. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. A maximum of 15 hours of on-campus employment per week is recommended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Student Life Student Life Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, but learning and development also occur in formal and informal activities of the College and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Vocation Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has 26 I Augsburg College 2010-2011 helped embed vocational themes into the curriculum and has sponsored a wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. Because Exploring Our Gifts will end in the summer 2010, the College recently created a permanent center—the Augsburg Center for Faith and Learning—that will keep vocation at the core of Augsburg’s vision well into the future. This new center will continue many of the current initiatives and will carry on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit the Lilly Resource Center, Memorial Hall, room 231, or the Augsburg Center for Faith and Learning, Oren Gateway Center, room 106. Student Government The Augsburg Day Student Government and the Augsburg for Adults/Weekend and Evening College Student Senate organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) strives to create innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts instruction at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas. These include: Campus Activities—CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg community, as well as with the broader Twin Cities community. LBGTQIA Services—LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. Student Life Student and Group Leadership Development— Emerging Leaders Program (ELP)—ELP is an initiative designed to develop new leadership at Augsburg. Emerging leaders learn skills necessary to be effective in leadership roles through intentional learning opportunities and relationships with upper class mentors. Student Group Development—CAO provides student groups with advising and skill-building workshops focusing on recruitment, event planning, meeting facilitation, conflict resolution, and other pertinent areas of development. Orientation Programs— SOAR—SOAR is a required two-day, overnight orientation experience for incoming first-year day students which is designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; obtain fall semester schedules; and get a taste of life on campus. Parent SOAR—Parent SOAR is an optional two-day orientation experience for the parents and guardians of first-year day students that runs concurrently with the students’ SOAR session. Parents will obtain important information about the campus, meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. TRANSFER-mation—TRANSFER-mation is a required halfday orientation experience for transfer students designed to help with the transition to Augsburg College. Students will learn about college resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days—Auggie Days is a required on-campus orientation experience for incoming first-year day students that is designed to complement SOAR. It provides opportunities to enhance academic and personal success and offers a helpful advantage in starting at Augsburg College. Student Center The Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Weekend College, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. The Christensen Center also houses several student services, such as Undergraduate and Graduate Admissions, Campus Activities and Orientation, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, Mail Services, the A-Club Grille, and Cooper’s Coffee Shop. The Auggies Nest, located on the ground floor of the Christensen Center, serves as the student group office area and houses the Augsburg Day Student Government and Augsburg for Adults/Weekend and Evenings College office, the ECHO (campus newspaper) office, the Augsburgian (student yearbook) office, and the KAUG (campus radio) office. Cubicles, lockers, and additional work spaces are also available in this area for student group use. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals. Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College offers a variety of programming for Augsburg students (women and men) and is a meeting place for students, faculty, and staff alike. It houses a women’s studies library (including current magazines), a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities (including regular social times, Feminist Film Fridays, spa days at the end of each semester, and the Koryne Horbal Convocation Lecture), and provides a safe place on campus for discussions, explorations, and women’s advocacy. The resource center is located in Sverdrup Hall 207. Athletics and Sports Intercollegiate Athletics—Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Intramurals—Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Augsburg College 2010-2011 I 27 Student Life Sports and recreation—At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a space-available basis a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air-supported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 32.) Gage Center for Academic Achievement The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The center consists of five collaborating units: Academic Advising—Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office also provides interpretation of core curriculum requirements, administers entrylevel skill assessments, interprets graduation requirements, provides degree-planning materials, and answers questions on student academic progress. Academic Advising functions as a supplement to the faculty advising system at Augsburg College, and is located in the Enrollment Center. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare their major and select a faculty adviser. Majors and minors are declared online through Augnet Records and Registration. Students select a faculty adviser from their major area of study using the declaration form. All Day students are required to meet with their assigned faculty adviser each term prior to registration. Both Day and weekend college students are encouraged to meet with their faculty adviser as often as is necessary. Center for Learning and Adaptive Student Services (CLASS)—The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric, and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory 28 I Augsburg College 2010-2011 • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. Academic Skills Office (ASO)— The Academic Skills Office provides comprehensive academic support (e.g. time management, note-taking, reading, testing, motivation/procrastination) for all Augsburg students through individual and group appointments. In addition, the academic skills coaches address affective needs and aid in the transition to college life. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: • Tutoring/Supplemental Instruction Services: ASO coordinates free tutoring for most classes and supplemental instruction in specific courses. • Conditional Admit Program (CAP): A limited number of students are admitted conditionally through the CAP program. Students must fulfill CAP requirements or they will be continued in the CAP program or dismissed. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of dismissal procedures. • Probation Advising: Students placed or continued on probation are required to meet with an approved academic advocate. Registration is prevented until the student completes the probation requirements as specified by their academic advocate. Students who do not meet with their academic advocate and/or do not fulfill the probation requirements will be continued on probation or dismissed. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of dismissal procedures. • Augsburg Advantage at St. Kates (AASK): The Augsburg College Admissions Committee selects students for the AASK program, based on their application for admission to Augsburg. The AASK program is a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg to assist students in the transition from high school to Student Life college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first year students complete at Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion, students are guaranteed sophomore status (minimum of 7 course credits) and will have fulfilled many of the first-year Augsburg requirements. In order to complete the program, students are required to: • Complete all required courses (30 semester credits) including Foundations in Fitness (at Augsburg) with a minimum 2.5 GPA and no course grade below a 2.0 or P. • Satisfactory completion on Critical Competencies • Attend all seminars and transition events at Augsburg and St. Kates • Complete transition application and recommendation process with adviser at St. Kate’s by March 15. • Completen the Summer Transition Program (one course and all programming) in Summer I at Augsburg after year at St. Kate’s. TRIO Programs—TRIO programs are federal grant programs funded by the U.S. Department of Education, which seek to help students overcome class, social, academic and cultural barriers to higher education. TRIO programs are designed to help students prepare for college, adjust to college life, and attain good academic standing. They also help students improve their likelihood of transfer and graduation from a four-year degree program in addition to preparation for graduate school. TRIO/Student Support Services—Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a four-year degree) and students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/Student Support Services serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Major components of the Augsburg College TRIO/SSS program include: • Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building • Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning • Preemptive tutoring during the first seven weeks of the semester. • Financial aid counseling and education, financial aid literacy education • Academic progress monitoring, weekly progress meetings for students on academic probation • Academic success workshops, group academic skill development • Graduate and professional school information and application assistance • Social and cultural activities and student-led events • Five-week residential Summer Bridge program including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising for 25 incoming first-year students • Need-based scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS adviser, contact TRIO/SSS program staff at 612330-1311, or Science 152. TRIO/McNair Scholars Program—The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. McNair Scholars enroll in the program during their sophomore or junior year. Students must be enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the program, the student must be low-income AND first generation OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The Augsburg McNair program serves 25 students per year. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. For research, scholars receive a $2,800 stipend plus $1,500 for room and board and research supplies. Stipends are also available for attending and presenting their work at a professional conference (up to $1,000). Students will also participate in: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as application and GRE fee waivers and other financial incentives, such as McNair designated fellowships Augsburg College 2010-2011 I 29 Student Life • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition-free academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community Office of Undergraduate Research and Graduate Opportunity (URGO)—The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. In addition, URGO awards special research funding and support for low-income and first-generation college students and their mentors. Services for Students with Disabilities Access Center—The Access Center provides support and specialized services to students with documented physical disabilities. These may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist on a regularly scheduled basis • Determination of academic accommodations • Assistance with time management issues • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other non-academic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with docu- 30 I Augsburg College 2010-2011 mented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. Center for Learning and Adaptive Student Services—(Supports students with learning, attentional, psychiatric, and other cognitive disabilities. See page 28.) TRIO/Student Support Services—(Students with disabilities may be eligible to apply for TRIO/SSS. See page 29.) StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values: recovery based on spirituality and the 12-step model; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community building activities. Students have access to academic skills specialists and other support services on campus. Participation in the program offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Ethnic Student Services American Indian Student Services—The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: • Assists students with the admission process and financial aid application • Nurtures students’ identification as an American Indian and provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about the variety of American Indian people and cultures Student Life • Provides academic advising and course plans • Provides opportunities to network with other American Indian students, faculty, staff, and alumni • Provides a number of different scholarships including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships • Offers community and professional referrals, networking opportunities within the Native community and information about jobs and internships Hispanic/Latino Student Services—The Hispanic/Latino Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises Latino student organizations (such as the Spanish Club and the Allied Latino/a Augsburg Students) and supports academic, social, and cultural events/ activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. Pan-Asian Student Services—The Pan-Asian Student Services program was created in 1992 to recruit and retain AsianAmerican students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Student Services—The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. The offices of PAC and PASU are located in Murphy Place 208 and 209. Scholastic Connections—Scholastic Connections is a scholarship and mentorship program for achievement-oriented students of color who are continuing Augsburg undergraduate students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alum of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: • A GPA of 2.5 or higher • Demonstrated financial need • Demonstrated leadership ability or potential • Demonstrated community involvement both on and off campus Program objectives are to: • Support scholars as they continue at Augsburg • Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied Augsburg College 2010-2011 I 31 Student Life students each year during Lavender Graduation, where the recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/cao/ lgbtqia.html. Health and Fitness Center for Counseling and Health Promotion Counseling—Personal counseling offers a confidential and supportive place for students to discuss personal life challenges with professional mental health counselors. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. Health Promotion—Health Promotion offers activities and events that increase awareness of health issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly pilates and yoga classes. Health promotion also includes an active group of student peer health educators (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. Health Clinic Services The College offers basic health care services to students through a contract with UFP – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s 32 I Augsburg College 2010-2011 Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-330-1707 or visit www.augsburg.edu/cchp. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student Advising (ISA) ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: • Fulfilling duties of Principal Designated School Official (PDSO) for F-1 student visa program and Responsible Officer (RO) for J-1 student/scholar exchange program • General advocacy for international students • Advising the International Student Organization • Facilitating intercultural skill-building sessions for students, faculty, and staff • Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction among them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. (Also see Study Opportunities Abroad on page 42 and Student Teaching Abroad on page 42.) Student Life Residence Life Program Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Department of Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: • Enrollment deposit • Housing deposit • Housing contract Students submitting deposits and the housing contract after May 1 will be placed in housing as space is available. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—One home to new Auggies and upper-class resident advisers, this nine-story high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: twobedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for upper-class students. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass community and upper-class students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past special interest housing include PASU, Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, Hawthorne House, Pre-Professional Health Association, and the Cross-Cultural House. Food Service A-Club Grille—Located on the ground floor of Christensen Center, the A-Club Grille provides a sports flair and features grill items, pizza, soups, sandwiches, salads, desserts, and beverage. Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Cooper’s Coffee Shop—On the main level of Christensen Center, Cooper’s Coffee Shop sells coffee, smoothies, sandwiches, and snacks. Nabo — This eatery is located in the Oren Gateway Center. Pronounced ‘náh-bu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Augsburg College 2010-2011 I 33 Student Life College Policies Student Standards of Behavior, Complaints, Records The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at www.augsburg.edu/ studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 62 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. 34 I Augsburg College 2010-2011 Discrimination Complaints For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information Academic Information Academic Information Augsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Degrees Offered Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), the master of social work, and the doctor of nursing practice degrees. Academic Calendar The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Full-time students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes typically meet on alternate weekends and the program follows a trimester calendar. Some classes may meet on weekday evenings. The fall trimester is held from early September through mid-December. Winter trimester meets from January through early April. Spring classes are held from mid-April through the end of June. There are 7-8 class sessions each trimester, and classes meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate 36 I Augsburg College 2010-2011 weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 7-8 class sessions each trimester with each class meeting for 3-1/2 to 4 hours. Students may take one to four classes each term.** **See Registration on page 48 and Calendars on page 6 Courses and majors offered through Weekend College and the Rochester campus are the same as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions, plus two summer online options. Select graduate-level courses may be made available in a separate summer term. The summer session schedule is available in March of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs on page 47.) Faculty The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every first-year is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides Academic Information science, economics, mathematics, physics, political science, psychology, sociology. assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Professional Studies—Business administration, education, health and physical education, nursing, social work. Library Resources Majors and Minors Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit the Student Technology website, www.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technologyenhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the Internet and Internet2. Network-ready student machines can connect to the campus network from dormitory rooms or any building on campus using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on and off-campus. Academic Organization and Programs Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities—American Indian studies, art, communication studies, English, history, languages and crosscultural studies, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences—Biology, chemistry, computer Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. A major at Augsburg shall require no more than 13.0 credits from any one academic department. The Academic Affairs Committee may amend this credit maximum in support of industry or professional accreditation standards. Students may complete non-required electives within the department beyond the 13.0 credit limit. The College requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students are not required to complete a minor for graduation; however, minors completed prior to graduation will be listed on the transcript. Minors are not noted on the transcript if they are completed after a bachelor’s degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to Augsburg College 2010-2011 I 37 Academic Information oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower-level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Strommen Career and Internship Center for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the studentdesigned major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the dean’s office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. ACTC Majors—It is possible for full-time day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. 38 I Augsburg College 2010-2011 Other Study Programs Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary or K-6 license. A middle school endorsement is available in one of the following: mathematics, science, communication arts/ literature, social studies. A preprimary endorsement (3- to 5-year-olds) is also available. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education on page 117 and subject area departments for more information.) K-12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration (see departments and programs section on page 64). Certificates are available to non-degree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the Academic Information University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements on page 126. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—A major in chemistry and biology is not required in order to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered for application and consult early and frequently with a prehealth science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. universities may vary. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theatre, and art performances. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departments and programs section on page 148. Pre-Occupational Therapy, Pre-Physician Assistant, and PrePhysical Therapy—Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Center for Faith and Learning (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other Augsburg College 2010-2011 I 39 Academic Information Majors and Minors Listings that are in bold type are offered through both the day program and Weekend College. Listings indicated by asterisks are also offered through both the day program and Weekend College, but may include completion of weekly evening courses for some requirements. Students are encouraged to discuss scheduling rotation of major courses with their faculty adviser. Weekend/Rochester/Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. Majors and Areas of Emphasis Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies* Art* Art History Studio Art* Biology (B.A. or B.S.) Life Sciences (B.A.) Biopsychology Business Administration Economics/Business Administration Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Human Relations Marketing Communications Mass Communication Organizational Communication Professional Communication Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Education Education Studies (non-licensure) 40 I Augsburg College 2010-2011 Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English* Creative Writing* Literature, Language, and Theory* Media Writing* Environmental Studies Film Finance Health Education (B.A. or B.S.) Health Fitness History* International Business International Relations International Business Concentration Languages and Cross-Cultural Studies 1 Cross-Cultural Studies French German Norwegian Spanish Management Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Evening program offered through Weekend College only)* Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion* Academic Information Youth and Family Ministry Social Work (B.S.) Sociology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies 1 Minors Accounting American Indian Studies* Art Architecture Art History Studio Art* Biology Business Administration Chemistry Communication Studies Computer Science Economics English* English Literature, Language, and Theory Writing Writing–Creative Emphasis Writing–Media Emphasis Environmental Studies Film Health Education History* International Business International Relations Languages and Cross-Cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Middle East Studies 1 Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion* Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. Augsburg College 2010-2011 I 41 Academic Information Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which a student has cross-registered is kept in the Office of the Registrar at Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)— Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Norway, Northern Ireland, Latin America, and the Twin Cities. (See HECUA programs on page 163.) McNally Smith College of Music—Augsburg College fulltime students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their advisor to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible 42 I Augsburg College 2010-2011 to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800-328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Pre-departure and re-entry support (application, orientation, etc.) • Faculty-led, short-term program coordination About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Students can study abroad at any point in their academic career. Semester and Summer Programs • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • You must take a full load of credits while abroad on semester programs. • You must take courses A-F while abroad. • Grades received on affiliated and non-Augsburg programs are reported as transfer credit on your transcript, and thus are not figured into your GPA. Academic Information • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the shortterm program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. • Overload Fee Exemption for faculty-led January and Spring Weekend College (WEC) programs: January and spring WEC faculty-led programs are placed within the spring semester. However, full-time Day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC faculty-led short-term program as a spring term course in order to be considered part-time or full-time. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course. The same policy exemption is valid for Day students doing a study abroad program scheduled in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Be a sophomore, junior, or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. • Not have an outstanding balance on your student account. • Be aware that students applying to faculty-led programs, who meet the above criteria, are accepted on a rolling basis; space is limited on these programs so applying early is important. Application deadlines for semester programs are: October 1: Spring semester study abroad and January faculty-led programs February 1: Spring WEC term and Summer Session faculty-led programs March 1: Fall semester and non-faculty led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are accepted to study on faculty-led programs on a first applied, first accepted basis. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These costs vary from program to program. Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/ or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs (see below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study abroad costs on an affiliate or non-Augsburg program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification non-recoverable Augsburg College 2010-2011 I 43 Academic Information costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 90 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg-affiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available in nine different disciplines. The program includes a two-week educational seminar in El Salvador, as well as rural travel within Mexico and four-day seminar in Mexico City. Students stay in guest houses while traveling, in Augsburg approximately six weeks, and with Mexican host families for four to six weeks. Prerequisite: one 44 I Augsburg College 2010-2011 college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico)—Fall The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)—Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, Academic Information gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners and Exchanges The Office of International Programs offers a broad range of semester and academic year programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several options in diverse disciplines: liberal arts programs, group programs, “tailor-made” individual study programs, and practical professional experiences. All coursework is in English. Travel scholarships are available for some locations. For further information on programs in Finland, Germany, and Norway, contact the International Partners office. For exchange programs in China and Slovenia, contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the listings under International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Divided States of Europe—Spring Ten former communist nation-states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. Northern Ireland: Democracy and Social Change—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through the University of Minnesota-Morris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short-term travel. Contact Augsburg Abroad for the most current list of programs. Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s Augsburg College 2010-2011 I 45 Academic Information development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff assist students with choosing majors, locating internships, preparing for internship and job searches, graduate school applications, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives, strategies, and evaluation methods for receiving credit. Students often do internships in nonprofits, small and large businesses, government agencies, museums, schools, and churches. Internships for credit are available in all majors and can be taken during a semester, Weekend College trimester or summer sessions. Inter-disciplinary (INS) internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Non-credit internships related to a student’s major or career interests can be registered for a zero-credit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/or full time during summer and can begin and end anytime. Students must set learning goals and evaluate their experience. The director of the Strommen Career and Internship Center supervises non-credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement. 46 I Augsburg College 2010-2011 Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/ Community Service-Learning Augsburg’s Community Service-learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community-service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the City, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include: homeless shelters, cultural and environmental organizations, tutoring programs and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through service-learning. To accomplish these goals, three separate programs exist: 1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and served by student volunteers to neighborhood partners including: homeless shelters, youth and senior programs, and others. 2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. 3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November of 2008-2009, Augsburg College launched its first year of the Bonner Leaders program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner Leaders program were largely first-year students, with diverse ethnic and geographical backgrounds, and unique experience with community-leadership Academic Information roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a low-income housing program, providing community health outreach, and working with a financial literacy program. Beyond their work-study service internships, students participated in at least 100 hours of volunteer hours with various community initiatives and civic engagement projects on campus. Through their participation with the Bonner Leaders program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leaders program is a successful campus model to build on the college’s culture of community and civic engagement and bring together existing community service programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Read Program is a federally funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar-Riverside neighborhood focused on student achievement through after school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. The MAE also offers the pre-primary specialty and the K-12 Reading Teacher endorsement. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement and the pre-primary endorsement at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Graduate Admissions office. For further information about the programs, contact the Education Department or the Graduate Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington site. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web-enhanced teaching is used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After successful application to the MA program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice is a post-master’s program for registered nurses (RNs) who currently hold a master’s degree in nursing. The DNP at Augsburg will prepare nurses to guide system level changes that improve health outcomes of persons underserved by the current health system. The program emphasizes transcultural nursing leadership to Augsburg College 2010-2011 I 47 Academic Information maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings with emphasis on health inequities in a global context. In addition to emphasizing transcultural nursing, the DNP curriculum also focuses on advanced community/public health nursing and holistic health. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as healthcare providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problemsolving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for 48 I Augsburg College 2010-2011 clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity degree (MSW/MA/ MDiv) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound service organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a student’s AugNet page. Students are responsible for verifying the Academic Information accuracy of their registrations. Additionally, day students are required to meet with their academic advisers prior to registration for the fall and spring terms. Web registration through AugNet is the primary method of registration, though the Enrollment Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • Pass/No Credit (P/N) grade options • THP courses (theatre practicum courses) • MUP courses (variable credit music lessons) • Student Teaching (Education department approval required) • Independent Study and Directed Study (separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as half-time students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits or with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s webpage. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. After initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/ T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Augsburg College 2010-2011 I 49 Academic Information Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Rochester Program—507-288-2886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part-time rate for any credits over 4.5 in their combined day/ WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home program. Crossover registration dates are published on the registrar’s office webpage. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT cross over to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Students registered in spring Day may not do a change of program into spring WEC. 50 I Augsburg College 2010-2011 Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of Academic Information the petition. Petitions involving adding or dropping courses/ withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term from which they withdrew from College. The committee typically meets every other week throughout the school year (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/ registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmentalremedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on a individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) Augsburg College 2010-2011 I 51 Academic Information MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C – or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will 52 I Augsburg College 2010-2011 review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by U.S. Coast Guard Institute: www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force Records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See page 18 — Special Students (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no Academic Information more than one course credit with a P grade toward a minor. The Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. Augsburg College 2010-2011 I 53 Academic Information The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Skills Critical Thinking, Math, Writing (Assessments and Placements) Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project 54 I Augsburg College 2010-2011 Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and Academic Information • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements Skills Requirements Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. Critical Thinking Assessment and Requirement Students identified as needing the entry level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing Assessment and Requirement A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Unless they have received formal approval of a course equivalent to ENL 111 on their transfer evaluation, transfer students must also take the writing placement exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of the sophomore year. Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Cross-cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill Augsburg College 2010-2011 I 55 Academic Information requirement. Contact Academic Advising or the English Department for additional information. More information about English Language Learners is found on page 92. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. 56 I Augsburg College 2010-2011 The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships (including fieldwork, practicums, and student teaching), faculty-student research, service learning/community service, study abroad, and offcampus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning and (2) link on-campus learning to the goals, mission, needs, or ideas Academic Information of off-campus people, organizations, and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Senior Keystone. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/ programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theatre Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See department and program pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver— Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for Augsburg College 2010-2011 I 57 Academic Information the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics • See P/N limitations under Graduation Requirements, page 52. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Pass/No Credit Students who choose the P/N option are cautioned: • In order to receive a grade of P, a student must achieve at least a grade of 2.0. • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. 58 I Augsburg College 2010-2011 An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form by the end of the term with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer Academic Information than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without notation on the record and before the last day to withdraw deadline. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College costs in the Financing Your Education section on page 21. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits • Juniors—15 completed course credits • Seniors—23 completed course credits Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Additional information is available on the Academic Advising webpage and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising webpage. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N Augsburg College 2010-2011 I 59 Academic Information basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL 60 I Augsburg College 2010-2011 courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • His/her cumulative GPA is below 2.00 • He/she is a first-year student who receives two (2) zero or No Pass grades • He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades • At the end of their first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program (CAP) section of the catalog). Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Students on probation who voluntarily withdraw from the College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his/her commitment to academic success. A student will be removed from probation if: • His/her cumulative GPA reaches 2.00; or • He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. Academic Information The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission has been given by the student, an announcement is sent to the hometown newspaper for those students on the Dean’s List. fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Latin Honors Enrollment/Degree Verification Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Students may also receive honors recognition for departmental honors and for participation in the Honors program. (See individual department and program descriptions for details.) Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearinghouse.org The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as Social Work, Education and Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide/. Dean’s List Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at www.augsburg.edu/registrar/. Veterans of Military Service Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans education benefits can be found at www.gibill.va.gov. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been Family Educational Rights and Privacy Act Notice The Family Educational Rights and Privacy Act of 1974 Augsburg College 2010-2011 I 61 Academic Information (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. 62 I Augsburg College 2010-2011 “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Departments and Programs Departments and Programs Departments and Programs As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Course Descriptions Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, day classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for Summer Session, the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, Master of Social Work, and Doctor of Nursing Practice courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for one-half or one-quarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight three-and-one-half-hour sessions during fall and for seven four-hour sessions during winter and spring term. 64 I Augsburg College 2010-2012 Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. Internships Registration for internships consists of the following steps: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Strommen Career and Internship Center. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement (forms are available in the Strommen Career and Internship Center) must be completed with the faculty member responsible for grading the experience and the work supervisor. The original is turned in to the Strommen Career and Internship Center, with copies made for the faculty supervisor and student. 196 197 198 199 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Departments and Programs Strommen Career and Internship Center regarding requirements and permission to register. 396 397 398 399 Internship/On-campus Internship/Off-campus (.5) Internship/On-campus (.5) Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Career and Internship Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Augsburg College 2010-2012 I 65 Accounting Accounting See listing under Business Administration. 66 I Augsburg College 2010-2012 American Indian Studies American Indian Studies American Indian studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II ANT 141 Cultural Anthropology This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (This course does not count toward the American Indian studies major or minor; it is recommended as a supporting area of study) American Indian Studies Faculty Eric Buffalohead (Chair), Elise Marubbio Adjunct Faculty Sophia Jacobson, Richard Gresczyk, Dale Weston Degree and Major Requirements American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Minor Five courses including AIS 105. At least two must be upper division. Course Offerings at Augsburg College AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. Augsburg College 2010-2012 I 67 American Indian Studies 68 HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture The rich heritage of indigenous cultures is explored through the visual arts, particularly within the United States. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. This course is cross-listed with Women’s Studies. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries I Augsburg College 2010-2012 and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream ste- American Indian Studies reotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2XX women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently designed research project. Augsburg College 2010-2012 I 69 Art Art—ART Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas experienced on a small campus in the heart of a major metropolitan area. We balance a solid foundation of drawing, design, and history with technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students as well as established artists. An innovative faculty pairs creative curriculum for traditional disciplines in drawing, painting, ceramics, sculpture, and photography with emerging disciplines in hand papermaking, book arts, architecture, and digital media. Class sizes are small; we will get to know each other. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach an average of 700 students a year from all disciplines, graduating 25-30 majors annually with BA degrees in art history, studio art, art education; and certificates in studio art and graphic design. For over 40 years, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. robert k. tom (Chair), Kristin Anderson, Susan Boecher, Lynn Bollman, Tara Sweeney Degree and Major Requirements Studio Art Major Majors are required to begin their programs with the studio arts foundations: Design Drawing One course in two-dimensional art from: ART118 ART 223 ART 225 ART 257 Painting I Printmaking I Graphic Design I Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I ART 250 Ceramics I ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses ART 405 Senior Exhibition and Faculty Review (.0 course) Studio majors must participate in a junior review, a solo or two-person show with a senior review, and the annual senior 70 Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: Art Faculty ART 102 ART 107 group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Studio art majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. I Augsburg College 2010-2012 ART 240 ART 388 Art History Survey Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Art history majors may choose from ART 102, 225, 382 and 389 to satisfy the speaking skill. W: Art history majors may choose two of the following courses to satisfy the writing skill: ART 388, 349, 352, 386, and 387. QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting Art high quality work, and art department approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. Studio Art Minor ART 118 Painting I Introduction to painting media and technique in acrylic or oil. Emphasis is placed on color, perception, and expression. Five courses including ART 240, ART 107, and three additional studio courses. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. ART 122 Plein Air Sketching I This foundational course in plein air sketching introduces observational skills and sketching onsite in the midst of daily life as a meditative way of seeing deeply and responding to place. Students explore media, technique, and subject matter, visit sites and museums to understand context and meaning, and respond creatively. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Digital Design ART 132 Photography I The camera used as a tool for visual creativity, expression, and communication with attention to analog black-and-white photographic processes. Students need access to a 35mm, single lens reflex camera. Materials will cost approximately $200-225. Eight art courses, including four in digital design (chosen from ART 215, ART 225, ART 315, ART 320, ART 330, ART 340), one in art history, and three studio electives. Art Courses Note: All studio courses require work outside of class sessions. Some studio courses have lab fees. ART 180 Introduction to Community Based Photography Introduction to Community Based Photography will combine art and social research concepts to help students understand how the arts can affect social change and foster community building by engaging in the creative, theoretical, and technical process of black-and-white photography. Studio Art Foundations ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and some three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Students use traditional media to develop technical skills and explore descriptive and experimental ideas for perceptual and conceptual drawing. Emphasis is placed on foundational drawing concepts. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course explores the theory and practice of web design. Focus is placed on effective design and usability. Students will become familiar with Dreamweaver, Photoshop, and Illustrator. Studio Art ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Printmaking I An introduction to traditional and experimental Augsburg College 2010-2012 I 71 Art media and methods of printing. Intaglio, relief, and mono/unique methods are explored. 72 ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and contemporary bookmaking; emphasizes the interplay of text and image in the handmade book. ART 224 Publication Design An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 225 Graphic Design I ART 315 Web Design II Graphic Design I is an introduction to the principles and practices of visual communications focusing on text and image using grid layouts. Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. (Prereq.: ART 215 or instructor permission) ART 231 Mexican Art This course aims to develop an understanding and appreciation of Mexican art from the PreColumbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico, see program listings in International Studies) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II This advanced course in plein air sketching is a continuation of ART 122. Advanced students develop mastery of technique and expression of personal subject matter and style through significant, experiential engagement with artistic, cultural, and historical resources. (Prereq.: ART 122 or permission of instructor) ART 233 Collaborative Printmaking: A Press-Free Approach This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. ART 330 Graphic Design II Graphic Design II explores visual communications in the retail environment — developing advertising materials, sales promotions, packaging, and displays. ART 247 Life Drawing ART 332 Photography II An introduction to the methods and techniques of drawing the human form through the use of live models. Emphasis will be placed on perceptual drawing skills and the accurate rendering of the human form in a spatial environment. Advanced study in black-and-white film photography. Projects will encourage the refinement of technical and formal skills and the development of a personal approach to subject matter and content. Students will be introduced to archival print methods, expanded film exposure and development styles, portfolio presentation; and will develop the vocabulary to write an artist’s statement and research contemporary photographers. (Prereq.: ART 132) ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to transparent watercolor; emphasizes perceptual observation to explore color theory, media, and technique. Class sessions often include painting outside on location (weather permitting). I Augsburg College 2010-2012 ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Art ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil paint media, emphasizing individual expression. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced exploration in transparent watercolor; emphasizes individual expression. (Prereq.: ART 257) ART 368 Printmaking II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq.: ART 280) History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART/THR 265 Computer Drafting for the Stage and Architecture (See Theatre Arts section for course description.) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 405 Senior Exhibition and Faculty Review (.0 course) Senior Exhibition and Faculty Review is a practical approach to application of a senior art major’s portfolio of works through a solo or twoperson exhibit, exemplifying their best visual arts practice. Two art department faculty and one outside department faculty/staff of choice will be formed as a review committee of the exhibition. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Art and Architectural History ART 240 Art History Survey A survey of art of the Western world from prehistoric to modern times. (Prereq.: Pass CT assessment or GST 100) ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and protoRenaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) Note: The following courses are offered intermittently, usually two or three sections per year. ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) Augsburg College 2010-2012 I 73 Art ART 388 Modern Art European painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses 74 ART 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. ART 299 Directed Study See description on page 65. ART 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. ART 499 Independent Study/Research See description on page 65. I Augsburg College 2010-2012 Augsburg Core Curriculum Augsburg Core Curriculum—AUG/KEY/GST by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112) This section does not include all courses in the core curriculum, but only those not located in a disciplinary department. The Signature Curriculum Liberal Arts Foundation Augsburg Seminar Connections Courses AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. ENV 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) Senior Keystone KEY 470 Creating Life in the Arts: Exploration and Reflection on Vocation From personal reflection on vocation to realworld insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with intrapreneurial insights, skills, and reflection. KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-Century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, spring) Augsburg College 2010-2012 I 75 Augsburg Core Curriculum SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one twohour laboratory. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring.) S CI 110 GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statisticallybased arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.: MPG 3) Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Natural Sciences LAF. Prereq.: SCI 110 and pass CT assessment or GST 100) Skills Entry Skills 76 Graduation Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, note-taking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. I Augsburg College 2010-2012 Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit/ internship/work experience. Reflection activities and work-learning evaluations are conducted by the Strommen Career and Internship Center. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Biology Biology—BIO We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer science, biology is increasingly a multidisciplinary venture, Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curricula. For many, an undergraduate major in biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Five upper division biology electives chosen from the following list: BIO 351 BIO 353 BIO 355 BIO 361 BIO 369 BIO 440 BIO 471 BIO 473 BIO 474 BIO 475 BIO 476 BIO 481 BIO 486 BIO 495 Invertebrate Zoology Comparative Vertebrate Anatomy Genetics Plant Biology Biochemistry Plant Physiology Advanced Cellular and Molecular Biology Animal Physiology Developmental Biology Neurobiology Microbiology Ecology Immunology Special Topics in Biology Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus General Education Accomodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Biology Faculty Required Supporting Courses for Bachelor of Arts Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impulliti CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or MAT 164 Biostatistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Science in biology, Bachelor of Arts in biology, or Bachelor of Arts in life sciences. Bachelor of Science in Biology Nine-and-a-half courses including: BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology BIO 361 Plant Biology or BIO 481 Ecology BIO 490 Biology Keystone (.5) or SCI 490 Integrated Keystone (.5) or another keystone with departmental approval Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 Astronomy Augsburg College 2010-2012 I 77 Biology SCI 106 Introductory Meteorology An introductory geology course Bachelor of Science in Clinical Laboratory Sciences See the Clinical Laboratory Sciences section of the catalog for details of the CLS major. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 111 or COM 115. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Biology for Health Sciences All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require a two-semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers Dixie Shafer and Dale Pederson. Custom Biology Programs Graduate Training in Biology Transfer course policy for majors and minors Students who have completed BIO 151, 152, 153 and at least two upper division electives may, in consultation with their adviser, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors GPA of 3.50 in biology and 3.0 overall and one of the following: a) one course of approved independent study (BIO 499), b) a research internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars Program. BIO 497and BIO 499 projects should be submitted to the department for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. BIO 497 and BIO 499 projects must include public presentation and a written report approved by the department. Minor A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General 78 Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. A GPA of 2.0 for BIO 151, 152, and 253 is a prerequisite for enrollment in upper division biology courses. A grade of 2.0 or above is required for all supporting courses and upper division biology courses applied to the major. Upper division biology requirements must be traditionally graded. A GPA of 2.5 in upper division biology courses is required for the life sciences major. I Augsburg College 2010-2012 Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in research through Augsburg Experience, internships and/ or independent study. Careful consultation with a biology adviser is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to those students who have completed Biology of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2 and pass CT assessment or GST 100. Three hours lecture, three hours laboratory. Does not apply to the major or minor) at least one upper division biology course and have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Career and Internship Center in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Augsburg Student Association for Health Sciences The Augsburg Student Association for Health Sciences exists to serve all students preparing for post-baccalaureate study and/or careers in medicine and allied health professions. It facilitates volunteer and work opportunities, provides contact with admissions representatives from several professional schools, and arranges visits with alumni in several health fields. BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and spring) Biology Courses SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq.: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: SCI 110) SCI 280 Introduction to Research BIO 152 Ecology, Evolution, and Diversity This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors program and can also fulfill an Augsburg Experience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq.: Invitation to participate in course; 0.5 course) Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing Augsburg College 2010-2012 I 79 Biology classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall: alternate years) 80 BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics Principles of heredity, integrating classical and molecular analysis. (Three hours lecture, four hours laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or PSY 215.) BIO 361 Plant Biology A survey of the major groups of algae, fungi, and plants, including the study of structure, physiology, life histories, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, and ENL 111, or HON 111, or ENL 112. Fall) BIO 369 Biochemistry An introductory consideration of biological macromolecules and their components, energetics, and intermediary metabolism and its integration. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352 and MAT 114 or 145 or 163 or 164 or PSY 215. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, and ENL 111, or HON 111, or ENL 112. Spring) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours lecture, four hours laboratory. Prereq.: BIO 369.) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or PSY 215.) I Augsburg College 2010-2012 BIO 474 Developmental Biology A consideration of the physiological and morphological changes that occur during embryonic development of animals, including genetic control of development. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 475 Neurobiology An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours lecture, four hours laboratory. Prereq.: BIO 253) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. (Three hours of lecture, four hours laboratory. Prereq.: BIO 369. Spring) BIO 490 Biology Keystone (.5 course) A seminar course that fulfills the AugCore keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored; including, the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. (Prereq.: senior biology major. Fall and Spring) SCI 490 Integrated Keystone (.5 course) The Natural Science Keystone explores the Biology connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and sociopolitical-economic situation. (Prereq.: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses BIO 199 lnternship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. (Prereq.: BIO 253. P/N only) BIO 497 Independent Study/Research (.5 course) (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) Augsburg College 2010-2012 I 81 Biopsychology Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Major 13 Courses Psychology Courses: PSY 105 PSY 215 PSY 315 PSY 355 Principles of Psychology Research Methods and Statistics I Research Methods and Statistics II Biopsychology Biology Courses: BIO 151 BIO 152 BIO 253 BIO 495 Introductory Biology Ecology, Evolution and Diversity Introductory Cell Biology Neurobiology Psychology Electives (two required): PSY 299 or PSY 360 PSY 354 PSY 410 PSY 491 PSYC 322 PSYC 407 PSYC 378 PYSC 486 82 Directed Study (Research in Biopsychology Psychology Lab (two semesters) Cognitive Psychology Clinical Neuropsychology Advanced Research Seminar Sensation and Perception (StT) Seminar in Behavioral Neuroscience (St. Thomas) Psychology of Language (Macalester) Seminar in Neuropharmacology (Macalester) I Augsburg College 2010-2012 Biology Electives (two required): BIO 355 BIO 369 BIO 471 BIO 473 Biol 356 Genetics Biochemistry Advanced Cell and Molecular Biology Animal Physiology Cellular and Molecular Neuroscience (Macalester) Keystone (one required): BIO 490 Biology Keystone PSY 396/399 Internship SCI 490 Integrated Science Note: Students will need to take the CHM 105/106 or 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill these skills. Transfer course policy for majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Business Administration Department of Business Administration—BUS, ACC, FIN, MIS, MKT Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair), William M. Arden, Nora M. Braun, John C. Cerrito, Peggy M. Cerrito, C. Lee Clarke, David A. Conrad, John A. Furia, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J. LaFave, Laura K. Lazar, Lori L. Lohman, Rosanne E. Malevich, Marc C. McIntosh, Fekri Meziou, Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller, Jennifer Grant General Requirements Majors The Department of Business Administration offers seven majors: business administration (BUS), accounting (ACC), finance (FIN), international business (BUS), management (BUS), management information systems (MIS), and marketing (MKT—day program only). Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are two specializations: marketing (WEC only) and music business. Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in information technology, business management, and business finance through the Weekend College program. Certificate requirements are listed in management, finance, and management information system sections of the catalog. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in business administration, accounting, finance, international business, management, MIS, or marketing are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. Internships Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator and/or the department administrator, for international business or other overseas opportunities. Entrepreneurship Non-business majors are encouraged to take BUS 254 Entrepreneurship. Augsburg College 2010-2012 I 83 Business Administration Business Administration— BUS The major in business administration prepares students for professional careers in business administration or for graduate studies. The two specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Degree and Major Requirements Business Core Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Music Business Business Core* plus eight courses: MUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship ECO 112 Principles of Macroeconomics One additional music business elective (1.0 credit taken at Augsburg or MSCM) 3 MUS credits or 2 MUS credits and 1 MUE credit, selected from: (2 credits must be in residence at Augsburg) MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music business majors may substitute BUS 254 in place of BUS 242 or 200. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the 84 I Augsburg College 2010-2012 business administration major, music business specialization. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Marketing (Weekend College students only) Business core plus five courses: ECO 112 BUS 264 or BUS 379 Principles of Macroeconomics Statistical Literacy for Managers Quantitative Methods for Business and Economics MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, marketing specialization. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 ACC 222 BUS 242 or BUS 200 MKT 252 BUS 379 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Marketing Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration Six courses including: ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331 or BUS 264 or 379, MKT 252. Other configurations may be Business Administration permitted with the approval of the department chair. Minor in Music Business BUS 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Focus on communicating results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC and evening schedule: Additional evening sessions are required.) Eight courses including: MUS/BUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. Departmental Honors To complete departmental honors in Business Administration, students whould consult with the department chair. Business Administration Courses BUS 200 Exploring Business as a Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. (Prereq.: Pass CT assessment or GST 100) BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200) BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. Augsburg College 2010-2012 I 85 Business Administration WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq.: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: 86 BUS 299 Directed Study See description on page 65. BUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. BUS 499 Independent Study/Research See description on page 65. I Augsburg College 2010-2012 Accounting Accounting—ACC The major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidly-growing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. Degree and Major Requirements Accounting Major Business Core Requirements Seven courses including: ACC 221 ACC 222 BUS 242 or BUS 200 ECO 113 FIN 331 MIS 260 MKT 252 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Microeconomics Financial Management Problem Solving for Business Principles of Marketing Required Accounting Courses Seven courses including: ECO 112 BUS 301 BUS 379 ACC 322 Principles of Macroeconomics Business Law Quantitative Methods for Business and Economics Accounting Theory and Practice I ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting or ECO 318 Management Science and MIS 375 Management Information Systems in the Organization. Joint B.A. in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings. It is recommended that the students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes: submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least one year of accounting work experience (either a job or internship) by the time Augsburg College 2010-2012 I 87 Accounting BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222; FIN 331 or ACC 324; ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. This minor is recommended for majors in MIS and finance. ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323 and ENL 111 or 112, or HON 111) Accounting Courses 88 ACC 221 Introduction to Financial Accounting Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Introduction to Managerial Accounting A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decisionmaking, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, I Augsburg College 2010-2012 ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, FIN 331, MIS 260 or 270, MKT 252, and ENL 111 or 112, or HON 111) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: ACC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. ACC 299 Directed Study See description on page 65. ACC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. ACC 499 Independent Study/Research See description on page 65. Finance Finance—FIN The finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute. Degree and Major Requirements Finance Major description under Augsburg Core Curriculum.) Business Finance Certificate Program The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63 examinations and will partially meet requirements for the Level I CFA examination. It is designed for students who want to supplement a previously obtained bachelor’s degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance Certificate is available to non-finance majors and is available through the Weekend College program. The certificate consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315. Students are required to be in math placement group 3. They must also have a background in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.00 grade point average in all Business Finance Certificate courses. Finance Core Requirements Finance Courses Seven courses including: FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. (This course is typically offered online in the summer.) ACC 221 ACC 222 BUS 242 or BUS 200 ECO 113 FIN 331 MIS 260 MKT 252 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Microeconomics Financial Management Problem Solving for Business Principles of Marketing FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq.: ECO 112 or ECO 113, ACC 221, and MPG 3. This course is also offered as an online option in summer.) Required Finance Courses Eight courses including: ECO 112 BUS 301 BUS 379 ACC 322 FIN 433 FIN 438 FIN 460 ECO 315 Principles of Macroeconomics Business Law Quantitative Methods for Business and Economics Accounting Theory and Practice I Financial Theory: Policy and Practice Investment Theory International Finance Money and Banking Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq.: FIN 331) FIN 438 Investment Theory This is an introduction to investment decisionmaking and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq.: FIN 331 and ENL 111 or 112 or HON 111) Augsburg College 2010-2012 I 89 Finance 90 FIN 460 International Finance This course develops tools for practicing multinational financial management including currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq.: FIN 331) I Augsburg College 2010-2012 International Business— BUS The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. There is great and growing need for American graduates to be better informed about how to compete and do business outside the U.S. as well as in the U.S. market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. ded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in International Business Six courses including: ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. International Business Courses BUS 362 This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 465 This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended). MKT 466 Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252). Degree and Major Requirements International Business Major Business Core Requirements Seven courses including: ACC 221 ACC 222 BUS 242 or BUS 200 ECO 113 FIN 331 MIS 260 MKT 252 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Microeconomics Financial Management Problem Solving for Business Principles of Marketing Required International Business Courses Six courses including: ECO 112 BUS 264 or BUS 379 Principles of Macroeconomics Statistical Literacy for Managers Quantitative Methods for Business and Economics BUS 362 International Business BUS 465 International Management MKT 466 International Marketing And one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embed- Augsburg College 2010-2012 I 91 Management—BUS The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource of developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and non-profit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major previously learned skills, change or explore a new career, or increase their value in the job market. It is available through the Weekend College program. Students may begin by completing the Business Management Certificate Program and continue on to complete a bachelor’s degree in management. The certificate consists of five courses: BUS 242, 340, 440, 465, and one of the following: BUS 254, MIS 376, or ECO 318. Management Courses BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or 200). BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200). Business Core Requirements Seven courses including: ACC 221 ACC 222 BUS 242 or BUS 200 ECO 113 FIN 331 MKT 252 MIS 260 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Microeconomics Financial Management Principles of Marketing Problem Solving for Business Required Management Courses: Six courses including: ECO 112 BUS 264 or BUS 379 BUS 340 BUS 440 BUS 465 MIS 376 or ECO 318 Principles of Macroeconomics Statistical Literacy for Managers Quantitative Methods for Business and Economics Human Resource Management Strategic Management International Management Project Management Management Science Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Business Management Certificate Program The Business Management Certificate Program is designed for students who want to add to a current degree, update 92 I Augsburg College 2010-2012 BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended). Management Information Systems Management Information Systems—MIS The major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements Seven courses including: ACC 221 ACC 222 BUS 242 or BUS 200 ECO 113 FIN 331 MIS 260 MKT 252 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Microeconomics Financial Management Problem Solving for Business Principles of Marketing Required MIS Courses these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. Information Technology Certificate The Information Technology (IT) Certificate program is comprised of six courses, which are part of the Management Information Systems (MIS) degree program. Non-degree seeking students can complete these six courses to earn the certificate. The certificate is available through the Weekend College program. Students who do not have a degree are eligible to go on with their studies to complete the bachelor’s degree in MIS. The six certificate courses are: MIS 260, 270, 375, 376, CSC 160 and CSC 240. Students can vary the order of courses taken. However, MIS 260 should be the first MIS course, and CSC 160 should be the first CSC course taken. Students are required to meet a math proficiency level of MPG 3 prior to entering this program. MIS Courses MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) Six courses including: BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics MIS 270 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects MIS 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases. (Prereq.: MPG 3) Three required supporting courses: MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technol- CSC 160 CSC 170 or CSC 240 MAT 171 Introduction to Computer Science Structured Programming Introduction to Networking and Communications Discrete Math for Computing Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of Augsburg College 2010-2012 I 93 Management Information Systems ogy architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: 94 MIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. MIS 299 Directed Study See description on page 65. MIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. MIS 499 Independent Study/Research See description on page 65. I Augsburg College 2010-2012 Marketing Marketing—MKT Minor in Marketing The marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. Five courses including: Marketing Courses MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Degree and Major Requirements Marketing Major Business Core Requirements MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) Seven courses including: ACC 221 ACC 222 BUS 242 or BUS 200 ECO 113 FIN 331 MIS 260 MKT 252 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Microeconomics Financial Management Problem Solving for Business Principles of Marketing MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or 264, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics course with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 264 or 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) Required Marketing Courses Eight courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law MKT 352 Marketing Research and Analysis MKT 450 Marketing Management MKT 466 International Marketing MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) MKT 354 Sales Management Formulation, implementation, evaluation, and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. Augsburg College 2010-2012 I 95 Marketing MKT 357 Advertising Introduction to print, broadcast, and Webbased advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-today strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: 96 MKT 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. MKT 299 Directed Study See description on page 65. MKT 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. MKT 499 Independent Study/Research See description on page 65. I Augsburg College 2010-2012 Chemistry Chemistry—CHM Chemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. Augsburg’s chemistry department is approved by the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: • To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. • To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. • To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. • To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg, David R. Hanson, John L. Lewin, Sandra L. Olmsted Degree and Major Requirements Bachelor of Arts Major in Chemistry CHM 115, 116 or CHM 105, 106 CHM 351, 352 CHM 353 CHM 361 CHM 363 CHM 491 General Chemistry I, II Principles of Chemistry I, II Organic Chemistry I, II Quantitative Analytical Chemistry Physical Chemistry I Physical Chemistry Laboratory I Chemistry Seminar (four semesters) One course in biochemistry and one additional course from: CHM 364 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Physical Chemistry II Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 MAT 145, 146 General Physics I, II Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and pre-professional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the Academic Information section) should consult the chemistry department for assistance in course planning early in their college careers. Bachelor of Science American Chemical Society Approved Major CHM 115, 116 or CHM 105, 106 CHM 351, 352 CHM 353 CHM 361, 363 CHM 364, 365 CHM 464 General Chemistry I, II Principles of Chemistry I, II Organic Chemistry I, II Quantitative Analytical Chemistry Physical Chemistry and Laboratory I Physical Chemistry and Laboratory II Advanced Organic Chemistry Augsburg College 2010-2012 I 97 Chemistry use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: MPG 3) CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 CHM 470 CHM 495 Properties of Polymers Principles of Medicinal Chemistry Topics in Chemistry SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: SCI 110) Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. CHM 102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a laboratory experience. (Prereq.: MPG 2) General Education Accommodation BS chemistry majors are allowed a two-course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding and energetics. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school or who are less confident about their background in chemistry. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 2. and concurrent registration with MAT 105, or MPG 3. Fall) Departmental Honors Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics and 3.0 over-all; one course or summer of approved research; participation in seminar. Minor CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with emphasis upon equilibrium, kinetics, and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. QF course. Prereq.: CHM 105, MPG 3. Spring) Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 353, and any two other chemisty courses above 300. At least one of the 300level courses must be taken at Augsburg. Note: Credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: high school chemistry, MPG 4. Fall) Chemistry Courses Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. 98 SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the I Augsburg College 2010-2012 CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: CHM 115. Spring) Chemistry CHM 351, 352 Organic Chemistry I, II 352, 361. Spring, alternate years) Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. QA course. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122; pass CT assessment or GST 100. Fall) CHM 363 Physical Chemistry Laboratory I Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration, and ENL 111 or 112 or HON 111. Fall) (.5 course) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three one-hour lectures. Prereq.: CHM 361. Spring) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Correlation of inorganic reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Spring) CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 491 Chemistry Seminar CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-hour lab period. Prereq.: CHM 364 or concurrent registration. Spring) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM (.0 course) CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Augsburg College 2010-2012 I 99 Chemistry CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses: 100 CHM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. CHM 299 Directed Study See description on page 65. CHM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. CHM 499 Independent Study/Research See description on page 65. (Prereq.: junior or senior standing). I Augsburg College 2010-2012 Clinical Laboratory Science Clinical Laboratory Science—CLS Clinical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the prerequisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A Bachelor of Science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL 60631; 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College: Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for clinical laboratory science (CLS) majors To complete the program in four years, students must: • achieve MPG 3 or 4 • qualify for ENL 111 • score above 45 on the critical thinking exam • not require ENL 217/218 • meet graduation skills requirements within the major and supporting courses • satisfy the Engaging Minneapolis requirement with BIO 151/152 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 111 or COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science in Clinical Laboratory Science–CLS Required Courses BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology BIO 355 Genetics BIO 369 Biochemistry BIO 473 Animal Physiology BIO 476 Microbiology BIO 486 Immunology CLS 400 Introduction to CLS CLS 405 Body Fluids CLS 410 Clinical Hematology/Hemostasis CLS 415 Clinical Immunology CLS 420 Immunohematology CLS 425 Clinical Chemistry CLS 430 Clinical Microbiology CLS 433 Virology/Mycology/Parsitology CLS 435 Molecular Diagnostics CLS 440 Laboratory Management and Education CLS 445 Research Design and Methods CLS 450 Applied Clinical Chemistry CLS 455 Applied Hematology/Hemostasis CLS 460 Applied Immunology CLS 465 Applied Immunohematology CLS 470 Applied Clinical Microbiology CLS 475 Advanced Applications in CLS CLS 480 Advanced Topics in CLS CLS 485 Advanced Studies in CLS Clinical Rotations SCI 490 Keystone course Augsburg College 2010-2012 I 101 Clinical Laboratory Science Required Supporting Courses for Bachelor of Science CHM 105/106 or CHM 115/116 CHM 351/352 MAT 163 or MAT 164 COM 115 or COM 111 Principles of Chemistry General Chemistry Organic Chemistry Introductory Statistics Biostatistics Scientific and Technical Public Speaking Public Speaking Special core requirement courses and professional courses must be completed with a grade of C (2.0) or above. Students must meet all College graduation requirements including general education, grade point, College residency, and total credits. diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS program) Clinical Laboratory Science Courses 102 CLS 400 Introduction to Clinical Laboratory Science Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program) CLS 405 Body Fluids Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476, and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific I Augsburg College 2010-2012 CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. Clinical Laboratory Science (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state-of-the-art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a Augsburg College 2010-2012 I 103 Clinical Laboratory Science major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) 104 CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) I Augsburg College 2010-2012 Communication Studies Communication Studies— COM Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Organizational Communication Emphasis Appropriate for: business-related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Four additional electives from the following: COM 345 (required), COM 321, 326, 329, 356, 399, 480, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 326, 329, 356, 399, 480, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Communication Studies Faculty Human Relations Emphasis Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko, Emanuelle Wessels Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 326, 329, 345, 356, 399; PSY 373, 385; SOC 265, 349, 375 Degree and Major Requirements Bachelor of Arts Communication Studies Major Twelve courses overall—eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 COM 254 COM 280 COM 351 COM 352 COM 355 COM 321 or COM 329 COM 490 Public Speaking Interpersonal Communication Introduction to Communication Studies Argumentation Persuasion Small Group Communication Business and Professional Speaking Intercultural Communication Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as communication graduate school, other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speechwriter. Four additional electives from the following: COM 321 (required), COM 329, 345, 356, 399, 499; THR 350, 360; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; REL 383; SOC 362, 363 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketing-communication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 120, 321, 326, 329, 356, 399, 480; MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields of public relations and crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from: ENL 227 (required); COM 120, 321, 326, 329, 345, 356, 399, 480; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Emphasis Courses are designed to prepare students for entry into television, film, journalism, e-media (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Four electives from the following: ENL 227 (required); COM 120, 243, 247, 321, 329, 348, 399, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for Augsburg College 2010-2012 I 105 Communication Studies students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 120, 321, 329, 356, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through mid-March, and should plan schedules accordingly. All Day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR) and Writing (W) are met by completing the following courses: QR/QFA: GST 200, MAT 145, MAT 146, or PHI 230; OR a QF: PSY 215, MAT 129, 163, or 173; AND a: QA: COM 352 (NOTE for Mass Communication only, COM 352 or ENL 327) W: COM 351 and any 200 level writing course in English Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Departmental Honors The honors major is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain 106 I Augsburg College 2010-2012 a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 or COM 115 COM 254 COM 280 POL 342 or COM 120 or COM 243 COM 351 or COM 352 COM 345 or COM 355 Public Speaking Scientific and Technical Speaking Interpersonal Communication Introduction to Communication Studies Mass Communication in Society Mass Media and Popular Culture Studio Production Argumentation Persuasion Organizational Communication Small Group Communication Film Major The Augsburg film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio Required of all Film Majors: Six Core Courses FLM 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema FLM 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your adviser who is designated by the program director. Note that not all elective courses are offered every year, so alternatives Communication Studies within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM 312 Film Production II, COM 243 Studio Production, COM 348 Digital Video Production, FLM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design, THR/FLM 230 Scenic Painting for State and Film Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts Track #3 Theory and Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: COM 120 Mass Media and Popular Culture, ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and Method, FLM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/408 Native American Women and Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture through Film, REL 309 Religion at the Movies COM 348 Digital Video Production THR/ENL 325 Playwriting or ENL/FLM 328 Screenwriting THR/FLM 230 Scenic Painting for Stage and Film THR 328 Stage Design THR 366 Stage Direction Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. Communication Courses COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/ or communication analysis. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall) COM 115 Scientific and Technical Public Speaking An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences and the use of technical vocabulary and notation systems. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.) Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR/QFA is satisfied by GST 200, MAT 145, MAT 146, PHI 230, or PHY 119 Film Minor COM 120 Mass Media and Popular Culture Six courses including: ENL 241 FLM/THR 216 THR 232 or THR 233 COM 243 FLM/THR 420 Introduction to Cinema Art Film Production I Acting Acting for Camera Studio Production Issues in Contemporary Cinema Plus one of the following: AIS 364 COM 247 This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Indigenous Filmmakers Documentary Augsburg College 2010-2012 I 107 Communication Studies FLM 216 Film Production I This course demonstrates the basics of 16mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 326 Building Working Relationships This course explores working relationships in a changing world. Self-assessment tools and applied papers help participants gain a better understanding of the role the individual plays within the context of workplace relationships. Emphasis is placed on interpersonal, group, and organizational relationships. (Prereq.: Junior or senior standing and at least one of the following courses — SOC 121, SWK 260, BUS 242, BUS 252, PSY 102, PSY 105) FLM/THR 230 Scenic Painting for Stage and Film 108 Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. COM 243 Studio Production Introduction to video production with an emphasis on creative concept development, script-writing, directing, and producing for video. (Fall) COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with nonfiction subjects. COM 254 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) FLM 312 Film Production II The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study of color photography and sound design. Through exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: FLM 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to I Augsburg College 2010-2012 COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 243 or 247) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor; ENL 111 or 112 or HON 111; and pass CT assessment or GST 100. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111, 112, or 115 or consent of instructor; and a Quantitative Foundations course. Please see full list of prerequisites in Records and Registration. Spring) Communication Studies COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. (Spring) COM 356 Advanced Interpersonal Communication This course explores theories and concepts from communication studies related to our understanding of self, other, relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe deeper into theories and concepts introduced in COM 254 Interpersonal Communication. (Prereq.: COM 254 or consent of instructor) FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 371) COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (Evenings) COM 490 Communication Studies Keystone: Critical Conversations about Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses COM 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. COM 299 Directed Study See description on page 65. COM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. COM 499 Independent Study/Research See description on page 65. FLM 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. FLM 499 Independent Study/Research See description on page 65. Electives See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 379 BUS 440 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 430 MKT 252 MKT 352 MKT 355 MKT 450 PHI 230 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 385 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 232 THR/ENL 325 THR 350 THR 360 THR/FLM 230 Augsburg College 2010-2012 I 109 Computer Science Computer Science—CSC The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than on applications. We encourage students to strengthen their coursework by electing an internship or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Charles Sheaffer, Erik Steinmetz, Shana Watters Degree and Major Requirements Bachelor of Arts Computer Science Major Twelve courses including: CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications CSC 320 Algorithms CSC 345 Principles of Computer Organization CSC 385 Introduction to Formal Logic and Computation Theory CSC 450 Programming Languages and Compilers I CSC 451 Programming Languages and Compilers II MAT 114 Precalculus (or MPG 4) MAT 171 Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I And two electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (115 recommended), or 110 I Augsburg College 2010-2012 b) A sequence of courses and presentations approved in consultation with the computer science department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Computer Science Major Sixteen courses including: CSC 160 CSC 170 CSC 210 CSC 240 CSC 320 CSC 345 CSC 385 CSC 450 CSC 451 MAT 145 MAT 146 Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Principles of Computer Organization Introduction to Formal Logic and Computation Theory Programming Languages and Compilers I Programming Languages and Compilers II Calculus I Calculus II Two courses from: MAT 245 MAT 246 MAT 247 MAT 271 Calculus III Linear Algebra Modeling and Differential Equations Discrete Mathematical Structures (recommended) And three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Consult your academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by: a) COM 111 or 115 (COM 115 recommended), or b) A sequence of courses and presentations approved in consultation with the computer science department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six Computer Science courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, and Charles Sheaffer, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 CSC 160 Calculus I Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 240 Introduction to Networking and Communications or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, and Charles Sheaffer, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 CSC 160 Calculus I Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. Computer Science Courses CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3, recommend concurrent registration with MAT 171 or complete CSC 160 Augsburg College 2010-2012 I 111 Computer Science transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. (Prereq.: CSC 210; CSC 352 recommended) prior to taking MAT 171) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3, pass CT assessment or GST 100; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, oneand-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artifical intelligence. Applications to selected problems from artificial intelligence. (Prereq.: CSC 210 and pass CT assessment or GST 100) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210 and ENL 111 or 112 or HON 111) CSC 320 Algorithms CSC 440 Advanced Networking and Operating Systems A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 345 Principles of Computer Organization An introduction to computer architecture, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 353 Database Architecture and Design 112 CSC 373 An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and I Augsburg College 2010-2012 CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration, CSC 385 or concurrent registration, CSC 320, and ENL 111 or 112 or HON 111) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) Computer Science CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, humancentered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq.: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses: CSC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. P/N grading only. CSC 299 Directed Study See description on page 65. CSC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. P/N grading only. CSC 499 Independent Study/Research See description on page 65. Augsburg College 2010-2012 I 113 Economics Economics—ECO The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers five majors. The economics major and the applied economics majors lead to careers in the business world or government. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/ economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors only.) For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Kevin Bowman, Keith Gilsdorf, Stella Hofrenning, Edward Lotterman 114 I Augsburg College 2010-2012 Degree and Major Requirements Major in Economics Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I and II Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics ECO 112 ECO 113 ECO 312 or ECO 315 ECO 313 ECO 490 ECO 360 ECO 318 or ECO 415 ECO 350 ECO 399 or ECO 499 BUS 379 or MAT 163 ENL 223 PHI 120 or PHI 125 Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Money and Banking Intermediate Microeconomics Research Methods in Econometrics International Economics Management Science Managerial Economics Labor Economics Internship Program Independent Study Quantitative Methods for Business and Economics Introductory Statistics Writing for Business and the Professions Ethics Ethics and Human Identity Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Economics Major in Computational Economics See Computer Science. Combined Major in Economics and Business Administration Economics Courses ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course. ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113 or 110. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 3) Six accounting/business administration/MIS courses: ACC 221 ACC 222 BUS 242 MKT 252 FIN 331 or BUS 379 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Principles of Marketing Financial Management Quantitative Methods for Business and Economics and one other upper division business course. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 3) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113) Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112 and ENL 111 or 112 or HON 111. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113 and pass CT assessment or GST 100. Spring semester and winter trimester) Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall/Spring semesters and winter trimester) Augsburg College 2010-2012 I 115 Economics 116 ECO 317 Comparative Economic Systems ECO 415 Managerial Economics This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 318 Management Science ECO 416 Mathematical Economics Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall semester and winter trimester) Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312, 313, MAT 122. On demand) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Fall: alternate years) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: ECO 113. Fall: alternate years) ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: ECO 112 or ECO 113. Spring: alternate years) I Augsburg College 2010-2012 ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses ECO 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research Education Education—ECE, EED, ESE, EDU, SPE The Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-6); secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics; grades 5-8 in general science; and K-12 specialist licenses in visual arts, physical education, music, and special education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) Optional endorsements for an elementary license include preprimary, middle school mathematics, middle school science, middle school social studies, or middle school communication arts/literature. The K-12 Reading Licensure endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend/evening formats. Weekend College degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except fieldwork and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend/evening format to those already holding a BA degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in education. Contact the Education Department or the Adult and Graduate Admissions Office for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. All students are required to take the Minnesota Teacher License Exam (MTLE) in Basic Skills—Reading, Writing, and Math—prior to beginning 300-400 level courses. Additional criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: MTLE, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers non-licensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Note: Major changes in Minnesota elementary teacher licensure will be implemented in fall 2010. No one may be licensed under programs described in catalogs prior to 2010. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Jeanine Gregoire, Ann Grugel, Gretchen Irvine, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Diane Vodicka, Dana Wagner, Barbara West Augsburg College 2010-2012 I 117 Elementary Education Elementary Education— EED/EDC Elementary Major and Licensure Requirements Elementary education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degreeseeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) Science sequence for non-science specialty students Option A is for weekday students who do not have collegelevel science courses in their background. SCI 110 Natural Science I SCI 111 Natural Science II Option B is for weekday, weekend, and/or transfer students with at least one college level science course accepted in transfer or for weekday students who have already started this sequence. PHY 103 Conceptual Physics or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) BIO 102 The Biological World Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) Foundations Block II (courses from this point and on require admissions to the department) EDC 310 EED 386 118 Learning and Development Children’s Literature (.5) I Augsburg College 2010-2012 Methods Block I EED 311 EED 312 EED 225 EED 325 EED 326 K-6 Methods: Health (.25) K-6 Methods: Physical Education (.25) Foundations of Literacy K-6 Literacy Methods Supervised Field Experience (.25)–Day program only Methods Block II EED 341 EED 342 EED 350 EED 360 EED 370 EED 380 EED 336 K-6 Methods: Visual Arts (.25) K-6 Methods: Music (.25) K-6 Methods: Mathematics K-6 Methods: Science K-6 Methods: Social Studies/Thematic Studies (.5) Kindergarten Methods (.5) Advanced Literacy Methods (.5) Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.0-3.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Area (endorsements optional for elementary license) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 254, 329 or 351 or 355 EED 331 Middle School Writing Methods (.5) ESE 300 Reading and Writing in the Student Teaching Content Area ESE 350 5-12 Methods: Adolescent Literature/Media Literacy Student Teaching Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; ANT 141 ESE 220 Human Geography ESE 300 Reading and Writing in the Student Teaching Content Area ESE 311 Middle School Methods: Social Studies (.5) Student Teaching Math Specialty MPG 4 or MAT 114 Precalculus MAT 145 Calculus I MAT 163 Introductory Statistics Elementary Education or MAT 373 Probability and Statistics I MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 300 Reading and Writing in the Content Area ESE 331 Middle School Methods: Mathematics (.5) Student Teaching Science Specialty CHM 105 or CHM 115 CHM 106 or CHM 116 BIO 121 BIO 102 PHY 116 SCI 106 Geology ESE 300 ESE 341 Student Teaching Principles of Chemistry I General Chemistry I Principles of Chemistry II General Chemistry II Human Biology Biological World Introduction to Physics Meteorology (take elsewhere — see Education Department for suggestions) Reading and Writing in the Content Area Middle School Methods: Science (.5) Preprimary Teaching License (3-, 4-, and 5-year-olds) Requirement: Must have elementary teaching license PSY 250 Child Development (Prereq.: PSY 105) SOC 231 Family Systems (Day) or SPE 440 Parent and Professional Planning (WEC) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning Environments for Preprimary-aged Children ECE 347/547 Immersion and teaching competence ECE 488, 489 Student Teaching for seven weeks in preprimary or Kindergarten, then 7 weeks in a grade (1-6) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. Augsburg College 2010-2012 I 119 Secondary Education Secondary Education— ESE/EDC It is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter adviser for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Non-departmental requirements ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Bachelor of Music education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. Education Core Courses—EDC EDC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. Program Requirements EDC 200 Orientation to Education in an Urban Setting Foundations Block I Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. (WEC and summer only) Methods Block I ESE 300 ESE 325 Reading/Writing in the Content Area Creating Learning Environments Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block ESE 481, 483, 485 Student Teaching (2.0-3.0) A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. 120 I Augsburg College 2010-2012 EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Secondary Education EDC 211 Minnesota American Indians (.5 course) An overview of cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: MTLE and admission to department) ing and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 203 Elementary Education Physical Science (Summer only) Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/demonstrations, and classroom participation. (Prereq.: MTLE and admission to department; students must be elementary education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) EDC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. EED 299 Directed Study See description on page 65. EDC 410 Learners with Special Needs EED 311 K-6 Methods: Health (.25 course) The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: MTLE and admission to department or special permission of instructor) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the senior keystone requirement. (Prereq.: MTLE and admission to department) Elementary Education—EED EED 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learn- EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 225 EED 325 Foundations of Literacy An initiation into the study of K-6 elementary literacy instruction, which focuses on the fundamentals of linguistics and literacy development in children with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for all upper level courses in literacy. K-6 Literacy Methods Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. (Prereq.: MTLE, admission to the Augsburg College 2010-2012 I 121 Secondary Education department, and successful completion of EED 225. Day students must be registered concurrently for EED 326.) EED 326 122 Observation, analysis, and preparation of assessment tools and literacy materials for K-6 students in an elementary classroom setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225. Day students only. Students must be registered concurrently for EED 325.) Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: MTLE and admission to department) K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department. Day students register concurrently with EED 380) Supervised Field Experience (.25) EED 331 EED 336 EED 370 EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: MTLE and admission to department) EED 386 Children’s Literature (.5 course) This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Advanced Literacy Methods (.5) The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225 and EED 325.) EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: MTLE and admission to department. MPG3. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: MTLE and admission to department) I Augsburg College 2010-2012 EED 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) Secondary Education—ESE ESE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. ESE 220 Introduction to Human Geography This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle Secondary Education school and high school social studies license. ESE 299 Directed Study See description on page 65. ESE 300 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: MTLE and admission to department. Note: Students seeking the 5-12 communication arts/literature license do not need to take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in social studies taught concurrently as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: MTLE and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required for elementary concentration in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/ literature license. (Prereq.: MTLE and admission to department) ESE 352 5-12 Methods: Media Literacy (.5 course) Introduction to the teaching of media literacy in middle school and high school. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: MTLE and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) Augsburg College 2010-2012 I 123 Special Education Special Education: Emotional/Behavioral Disabilities and/or Special Education: Learning Disabilities—SPE The special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with these labels. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. tial adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: MTLE and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq.: MTLE and admission to the department) Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 225 Foundations of Literacy EED 325 K-6 Literacy Methods EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar (.5) SPE 400 Teaching Students with Emotional and Behavior Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about poten- 124 I Augsburg College 2010-2012 SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq.: MTLE and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq.: MTLE and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cogni- Special Education tive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: MTLE and admission to department) Special Education Minor SPE 430 Instructional and Behavioral Practices Required courses: This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive and non-aversive approaches drawn from current best practices and including positive behavioral supports, person-centered planning and functional assessment. (Prereq.: MTLE and admission to the department) PSY 105 SPE 434 Teaching Content Areas to Students with Learning Disabilities The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. EDC 410 EDU 491 SOC 231 Learners with Special Needs Practicum and Seminar in Special Education Family Systems: A Cross-Cultural Perspective Principles of Psychology Choose one from the following: PSY 250 PSY 251 PSY 252 Child Development Adolescent and Young Adult Aging and Adulthood Choose one from the following: This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing, listening comprehension, math, reasoning, and problem-solving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: MTLE and admission to department) SOC 265 SWK 260 SWK 301 PSY 357 PSY 359 Gender, Race, and Ethnicity Humans Developing History and Analysis of Social Policy Behavior Analysis Assessment SPE 490 Parent and Professional Planning EDU 491 Practicum and Seminar in Special Education This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the senior keystone requirement in the core curriculum. (Prereq.: MTLE, admission to department, and ENL 111 or 112 or HON 111) A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Interested students should contact the director of special education at the outset of coursework. EDC 410 Learners with Special Needs (see EDC course descriptions) SPE 481, 483, Student Teaching 485, 487 Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) Augsburg College 2010-2012 I 125 Engineering Engineering Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The Institute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (BA/BE) enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the Institute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the Institute of Technology may be completed during the second semester of the junior year at Augsburg. Bachelor of Arts/Master of Engineering (BA/ME) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the Institute of Technology. The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the BA/ME program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the Institute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the Institute of Technology. 126 I Augsburg College 2010-2012 Michigan Technological University This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Degree and Major Requirements Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 CHM 116 CSC 170 ENL 111 PHY 121 PHY 122 General Chemistry General Chemistry Structured Programming Effective Writing General Physics I General Physics II Four mathematics courses are required: MAT 145 MAT 146 MAT 245 MAT 369 or PHY 327 Calculus I Calculus II Calculus III Modeling and Differential Equations Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. English English—ENL Those who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. Students majoring in English have the opportunity to choose one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and Secondary Licensure in Communication Arts/Literature. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Doug Green (Chair), Robert Cowgill, Cass Dalglish, Suzanne Donsky, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Scannell (James) McCormick, John Schmit, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams Degree and Major Requirements Choosing a Concentration The English Literature, Language, and Theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works of fiction, poetry, creative non-fiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either creative or media writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theatre Arts. The Communication Arts/Literature Teacher Licensure major is for students who seek to be licensed to teach in Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Augsburg College 2010-2012 I 127 English Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: Concentrations in English Literature, Language, and Theory; English Writing; Creative Writing: QR/QFA: GST 200 or PHY 119; OR a QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of either a:QA: ENL 327 Concentration in Media Writing: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: QA: ENL 327 Communication Arts/Literature Teacher Licensure: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: QA: COM 352 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major Requirements English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200-level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300-level courses, with one each in British literature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400-level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language, and theory courses, three of which must be upper division courses. English Writing Concentration Students must take 10 or 11 courses above ENL 111, or HON 128 I Augsburg College 2010-2012 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship. And ENL 420, the keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 427, the Keystone Advanced Studies in Media Ethics and Theory. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). Minor in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study ENL 365 Contemporary Post-Colonial Fiction ENL 380 Introduction to the English Language ENL 396 Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, English newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 243 Studio Production COM 254 Interpersonal Communication COM 352 Persuasion Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. In addition to consulting your designated ENL adviser, contact an education department adviser for information about education courses. Departmental Honors Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. English Courses Service Courses: The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). Other Requirements Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Augsburg College 2010-2012 I 129 English Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. or co-req.: ENL 111, or Hon 111, or ENL 112) ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) Literature, Language, and Theory Courses: The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for communication arts/literature teacher licensure major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 American Voices American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish Literature will be emphasized. Check the departmental web page for further information or contact the instructor. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 251 each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) Introduction to African-American Literature This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It explores various literary genres, representative authors, epochal texts, and literary and ideological movements that have contributed to the shaping of the African American literary tradition. (Prereq 130 Spotlight Courses: Offered Alternating Terms (Content for I Augsburg College 2010-2012 ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the depart- English Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or one 200-level literature, language, or theory course, or consent of instructor.) mental webpage for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature, language, or theory course or THR 250, or consent of instructor.) ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual, and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas— the love-plot and the education-plot—in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) Augsburg College 2010-2012 I 131 English American Literature 132 ENL 350 Readings in African-American Literature This advanced course in African-American Literature foregrounds representative moments in the development and production of AfricanAmerican Literature. The course offers students a chance to look in-depth at authors, themes, historical, and literary influences, and theoretical and ideological issues surrounding both classical and modern African American Literature. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres—slave narratives, romances, tall tales, epic poetry—are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) I Augsburg College 2010-2012 ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as “Native Voices of Minnesota,” “Voices from the Southwest,” “Poetics and Politics of Native Writing,” “Women and Power in Native Literature, ““Urban-Reservation: Homing,” and “American Indian Film-Literature Adaptation.” Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian studies. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include “American Families,” “Blacks and Whites,” and “Sex and Self on the American Stage.” Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the mod- on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 365 Contemporary Post-Colonial Fiction ENL 380 Introduction to the English Language This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for communication arts/literature teacher licensure major. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the communication arts/literature licensure major. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/ or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental webpage for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Augsburg College 2010-2012 I 133 English an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) Any 300-level literature course or consent of instructor) ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning, and Interpretation,” “Ecocriticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental webpage for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for radio and the internet. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. 134 ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Required for the communication arts/literature teacher licensure major. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with I Augsburg College 2010-2012 ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student.) ENL 324 Creative Nonfiction In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. (Prereq.: ENL 220, or 221, or 226, or 227, or 228; and any 300-level media writing course.) which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. (Prereq.: ENL 220 or 221 or 226) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: Computer-Assisted Reporting and Research This course introduces students to computerassisted informational investigation and the interpretation of quantitative data in the writing of news reports and news features. This course is designed for persons wishing to explore the use of computer-assisted research and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228, MPG 3, and a Quantitative Foundations course. See full list of prerequisites in Augnet Records and Registration.) ENL/FLM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or 228) ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental webpage. (Prereq.: Any 300-level writing course) ENL 427 Advanced Studies in Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 291/391 Experiences in Thai Education and Culture In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. ENL 299 Directed Study ENL 396 On-Campus Internships This course is required for all communication arts/literature licensure students. It is normally taken with students enrolled in English 101 Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 Off-Campus Internships ENL 499 Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the chair of the department. Augsburg College 2010-2012 I 135 Environmental Studies Environmental studies is the interdisciplinary investigation of human relations with the natural environment. The program pursues a multifaceted examination — across the natural sciences, social sciences, humanities, and professional studies — of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, environmental studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in environmental studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty Michael Lansing (History, Director), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Keith Gilsdorf (Economics), John Harkness (English), Colin Irvine (English), Joan Kunz (Chemistry), Joe Underhill (Political Science), John Zobitz (Mathematics). Major Fourteen Courses (standard track or HECUA track) Standard Track Requirements (14 course credits): Core courses: ENV 100 SCI 106 SWK 210 136 Environmental Connections Introductory Meteorology Environmental Justice and Social Change I Augsburg College 2010-2012 POL 241 or INS 342 or POL 325 or POL 341/ WST 341 or SOC 381 ENL 270 or REL 313/ WST 313 HIS 316 ECO 365 ENV 399 ENV 490 Environmental and River Politics River Politics Field Seminar Politics and Public Policy Environmental Politics (CGE) The City and Metro Urban Planning Rites of Thematic Passage (Literature and Landscape) Environmental Theology and Ethics (CGE) U.S. Urban Environmental History Environmental Economics and Sustainable Development Internship Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 BIO 152 BIO 481 Introductory Biology Ecology, Evolution, and Diversity Ecology Chemistry requirements: CHM 105 CHM 106 or CHM 115 CHM 116 Principles of Chemistry I Principles of Chemistry II General Chemistry I General Chemistry II (depends on MPG score) HECUA Track Requirements (14 course credits): ENV 100 SWK 210 ENL 270 Environmental Connections Environmental Justice and Social Change Rites of Thematic Passage (Literature and Landscape) Environmental Theology and Ethics (CGE) or REL 313/ WST 313 HIS 316 U.S. Urban Environmental History INS 345, INS 346, INS 399 (HECUA Environmental Sustainability Semester, four course credits: Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and Integration Seminar) SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 BIO 152 BIO 481 Introductory Biology Ecology, Evolution, and Diversity Ecology Chemistry requirements: CHM 105 CHM 106 or CHM 115 CHM 116 Principles of Chemistry I Principles of Chemistry II General Chemistry I General Chemistry II (depends on MPG score) Environmental Studies Minor (Seven courses) ENV 100 CHM 105 or CHM 115 BIO 151 BIO 152 SWK 210 HIS 316 or ENL 270 or REL 313/ WST 313 POL 241 or INS 342 or POL 325 or POL 341/ WST 341 or ECO 365 Environmental Connections Principles of Chemistry I General Chemistry I Introductory Biology Ecology, Evolution, and Diversity Environmental Justice and Social Change U.S. Urban Environmental History Rites of Thematic Passage Environmental Theology and Ethics (CGE) and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. (Prereq.: ENV 100, BIO 152, CHM 106 or 116, SWK 210, HIS 316, and ENV 399) Environmental and River Politics River Politics Field Seminar Politics and Public Policy Environmental Politics (CGE) Environmental Economics and Sustainable Development or SOC 381 The City and Metro-Urban Planning Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Environmental Studies Courses ENV 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class—neither remote nor abstract—exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) ENV 490 Environmental Studies Independent Project An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, Augsburg College 2010-2012 I 137 Film, Finance, Foreign Languages, French, German Film See listing under Communication Studies. Finance See listing under Business Administration. Foreign Languages See listing under Languages and Cross-Cultural Studies. French See listing under Languages and Cross-Cultural Studies. German See listing under Languages and Cross-Cultural Studies. 138 I Augsburg College 2010-2012 Health, Physical Education, and Exercise Science Health, Physical Education, and Exercise Science— HPE All students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Exercise Science. The philosophy of the department is to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Both recreational participants as well as athletes will find ample opportunity for developmental activities. The physical education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The health education program prepares students for careers in school health education and wellness. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The health fitness program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in any of the allied health fitness professions. All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix. Health and Physical Education Faculty HPE 410 HPE 450 BIO 103 PSY 250 or PSY 252 Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPE 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (There is no teaching minor in Minnesota public schools.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Physical Education Physical Education Major Eileen Kaese Uzarek (Chair), Jennifer Britz, Chris Brown, Anthony Clapp, Carol Enke, Marilyn Florian, Aaron Griess, Melissa Lee, Mike Navarre, Missy Strauch HPE 104 HPE 114 HPE 115 HPE 205 Degree and Major Requirements HPE 220 HPE 254 Health Education Health Education Major HPE 104 HPE 110 HPE 114 HPE 115 HPE 215 HPE 316 HPE 320 HPE 357 HPE 358 HPE 390 Components of Fitness Training Personal and Community Health Health and Safety Education Chemical Dependency Education Health and Exercise Psychology Human Sexuality School Health Curriculum Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Instructional Methods and Materials in Health Education Administration and Supervision of the School Health Program Current Health Issues Human Anatomy and Physiology Child Development Adolescent and Young Adult Development HPE 275 HPE 324 HPE 334 HPE 335 HPE 340 HPE 350 HPE 351 HPE 357 HPE 358 HPE 473 BIO 103 Components of Fitness Training Health and Safety Education Chemical Dependency Education Introduction to Health, Physical Education, and Health Fitness Motor Learning Introduction to Developmental and Adapted Physical Education Prevention and Care of Athletic Injuries K-6 PE Games and Activities 7-12 Sport Skills and Activities Outdoor Education Organization and Administration of Physical Education Programs Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Physical Education Curriculum Human Anatomy and Physiology Augsburg College 2010-2012 I 139 Health, Physical Education, and Exercise Science Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPE 104, 115, 205, 324, 334, 351. (There is no teaching minor in Minnesota public schools) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 114 Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. HPE 490 Health Fitness Seminar and Keystone HPE 450 Current Health Issues HPE 497 or 499 Internship in Health Fitness BIO 103 Human Anatomy and Physiology Select and complete one (1) of the following two (2) courses: HPE 315 Exercise Testing and Prescription or HPE 330 Community Health Methods Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health and Physical Education HPE 001 Foundations of Fitness This course is required of all Augsburg students outside the HPE major. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to not only provide knowledge but the skills an individual can use to assess, monitor, and discipline him/ herself to maintain a lifestyle of fitness and wellness. (Fall, spring) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Exercise Science Exercise Science Major HPE 104 HPE 110 HPE 114 HPE 115 HPE 205 HPE 215 HPE 275 HPE 300 HPE 305 HPE 350 HPE 351 HPE 357 HPE 430 140 Components of Fitness Training Personal and Community Health Health and Safety Education Chemical Dependency Education Introduction to Health, Physical Education and Fitness Health and Exercise Psychology Prevention and Care of Athletic Injuries Nutrition (HLTH 345 Nutrition at Univ. of St. Thomas) Stress Management Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Fitness Epidemiology (HLTH 400 Epidemiology at Univ. of St. Thomas) I Augsburg College 2010-2012 HPE 002, 003 Lifetime Activity (.0 course) (.0 course) Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, spring) HPE 104 Components of Fitness Training This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall and Spring) HPE 110 Personal and Community Health Concepts and practices of health and healthful living applied to the individual and the community. (Prereq.: ENL 111 or 112 or HON 111. Fall) HPE 114 Health and Safety Education (.5 course) Health, Physical Education, and Exercise Science Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Chemical Dependency Education An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) HPE 205 Introduction to Health, Physical Education, and Health Fitness (.5 course) An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a healthy lifestyle found on the wellness continuum. (Spring) HPE 315 Exercise Testing and Prescription This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPE 357. Fall) (.5 course) HPE 215 Health and Exercise Psychology Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. Examples of topics covered include: anxiety, depression, stress, ADHD, perceived exertion, and self-efficacy. (Spring) HPE 220 Motor Learning The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality (Prereq.: HPE 110. Spring) HPE 320 School Health Curriculum Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of National Standards and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPE 110. Fall even years) Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. (Fall) (.5 course) HPE 324 K-6 PE Games and Activities This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104 and 205. Spring) (.5 course) HPE 254 (.5 course) (.5 course) HPE 334 7-12 Sport Skills and Activities Theory and practice in skills, teaching and officiating selected games and activities. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104 and 205. Fall) (.5 course) HPE 335 Outdoor Education A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 114, HPE 205. fall, even years; spring, even years) (.5 course) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPE 114. Spring) HPE 340 HPE 280 Coaching Theory (.5 course) Organization and Administration of Physical Education Programs (.5 course) Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPE 205 and pass CT assessment or GST 100. Fall) Augsburg College 2010-2012 I 141 Health, Physical Education, and Exercise Science 142 HPE 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Co-req.: HPE 357. Fall) HPE 351 Physiology of Exercise The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. (Prereq.: ENL 111 or 112 or HON 111, BIO 103. Spring) HPE 357 Measurement of Health, Physical Education, and Health Fitness (.5 course) Concepts of statistics and the use of statistical procedures in health, fitness, and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, and linear regression. (Prereq.: MPG 3, HPE 104, and either HPE 110 or HPE 205. Fall) HPE 358 Assessment of Health and Physical Education (.5 course) Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPE 104, 357 and either HPE 110 or HPE 205. Fall) school health programs and resources. (Prereq.: HPE 110. Fall, even years) HPE 450 Current Health Issues (.5 course) This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110 and pass CT assessment or GST 100. Fall, odd years) HPE 473 Physical Education Curriculum (.5 course) Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. (Prereq.: HPE 205. Fall) HPE 490 Health Fitness Seminar and Keystone This course will provide the student with the pinnacle component of the Health Fitness degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. The student will choose a research topic in the field of kinesiology or exercise physiology, design a research study, recruit subjects, conduct testing, evaluate data, and present their research to the Health and Physical Education Department at the end of the semester. The student will also choose from a number of options to advance their career and improve their marketability in the field. (Prereq.: HPE 350 and HPE 351) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 324. Fall) Internships and Independent Study Courses HPE 368 Physical Education Methods (7-12) HPE 199 Internship Procedures, materials, and issues involved in teaching physical education in secondary schools. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 334. Spring) See descriptions for this and other internship options (on-campus, off campus, credit options) on page 64. HPE 390 Instructional Methods and Materials in Health Education HPE 299 Directed Study See description on page 65. Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Prereq.: HPE 110. Spring) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and I Augsburg College 2010-2012 HPE 397/399 Internship See descriptions for this and other internship options (on-campus, off campus, credit options) on page 64. HPE 499 Independent Study/Research See description on page 65. Open only to junior or senior majors. History History—HIS Department of Education to identify current Minnesota teacher licensure requirements. History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. Minor History Faculty Prerequisites Phillip C. Adamo (Chair), Jacqueline deVries, Bill Green, Don Gustafson, Michael Lansing Satisfactory completion of a lower division course (100- or 200level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. Degree and Major Requirements Transfer Students Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe, United States, and non-Western. Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Medieval Studies The History Department also hosts the major in medieval studies. For more information, please refer to “Medieval Studies” in this catalog. Other Requirements First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. History Courses Graduation Skills HIS 101 The Beginning of Western Culture The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking and Writing skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, MAT 163, or PHI 230. An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World Teaching Licensure A study of the main currents in Western civilization from the time of Napoleon to the present. The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Augsburg College 2010-2012 I 143 History HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, enslavement of African peoples, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. (Prereq.: Pass CT assessment or GST 100) HIS 121 19th-Century United States A survey of United States history from 18151900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. (Prereq.: Pass CT assessment or GST 100) HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. (Prereq.: Pass CT assessment or GST 100) HIS 150/350 Latin American History 144 This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to indepen- I Augsburg College 2010-2012 dence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th-Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and inter-governmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African History American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King Jr. HIS 316 U.S. Urban Environmental History A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or 112 or HON 111) HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, ethnic, and sexual differences among women. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 327 Racism and Resistance in Southern Africa and the U.S. Center for Global Education course. See International Studies section, Nation Building, Globalization, and Decolonizing the Mind (Namibia) HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. HIS 300 Public History HIS 335 American Urban History Public history is the practice of historical methods with a non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. Augsburg College 2010-2012 I 145 History 146 HIS 338 American Legal History HIS 355 Cultural Conflict and Change in Latin America An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. (Prereq.: Pass CT assessment or GST 100) A version of HIS 350 taught on-site in Mexico through Augsburg’s Center for Global Education. Cross-listed with Women’s Studies. HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (International Studies— Namibia) HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. HIS 360 Ancient Egypt and Classical Greece This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 361 Hellenistic Greece and Rome This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. (Prereq.: MPG 3) HIS 370 The Late Middle Ages to 1648 This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. HIS 352 Modern Germany HIS 374 Medieval Crusades A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. I Augsburg College 2010-2012 HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses History a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Crosslisted with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the keystone requirement. (Prereq.: HIS 280 and ENL 111 or 112 or HON 111. Generally offered fall and spring terms.) Internships and Independent Study Courses HIS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. HIS 299 Directed Study See description on page 65. A maximum of one course in directed study may be applied to the major. HIS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. HIS 499 Independent Study/Research See description on page 64. A maximum of one course in independent study may be applied to the major. (Prereq.: 3.50 GPA in history) Augsburg College 2010-2012 I 147 Honors Program Honors Program—HON The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Augsburg Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theatre, and art perfomances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program Director, at honors@augsburg.edu. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admission Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application at www.augsburg/honors.edu. Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the President’s, Honors Regents’, International President’s, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors program director for further information. 148 I Augsburg College 2010-2012 Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON 340, HON 490, and two other full-credit Honors courses. Honors Co-Curricular Activities Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their Houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events. The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors students. Pike House also organizes events for alumni and fundraising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Honors Program Honors Disputation League: Students organize, coach, research, write, and rehearse as teams which then compete in intramural debate tournaments held four times each year. • HON 220: Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill requirements) Student Leadership Opportunities: Students elected to leadership Second Year: Spring within their Honors House may serve as House Presidents or serve in other program leadership positions. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. • HON 240: Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF) Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through student-created learning experiences. These student created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements, or simply be an elective course. Student-created learning experiences may take almost any form. Some possible forms include: • Student-created courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year: Fall • First-year students select Honors House membership. • First-year students not permitted to join Augsburg Honors Review or Honors Disputation League. • HON 100 Christian Vocation and the Search for Meaning I • HON 120 Scholar Citizen (includes theatre lab, satisfies speech skill and critical thinking skill requirements) First Year: Spring • HON 130 Liberating Letters (humanities LAF and speaking skill) • HON 111 Effective Writing for Liberating Letters (satisfies effective writing requirement) Second Year: Fall • Students invited to join HON 450 Augsburg Honors Review or HON 460 Honors Disputation League Third Year: Fall • Students invited to join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League • HON 250: Social Scientist (satisfies social and behavioral sciences LAF) • HON 340: Junior Colloquium (taught by the President or Dean of the College. P/N, zero credit) Third Year: Spring • HON 230: Arts and the City (satisfies fine arts LAF) • HON 340: Junior Colloquium (continues from Fall semester, P/N, zero credit) Fourth Year: Fall • Students may join HON 450 Augsburg Honors Review and HON 460: Honors Disputation League in their fourth year • HON 200: Christian Vocation and the Search for Meaning II • HON 490: Honors Senior Seminar (offered Fall and Spring) Fourth Year: Spring • HON 490: Honors Senior Seminar (offered Fall and Spring) Research Requirement: At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research Requirement document available in the Honors Suite or online. In addition, students must register for at least two semesters of the following to document the research experience on their transcript: • HON 450 Augsburg Honors Review • HON 470 Student/Faculty Research Collaboration Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without prior permission. • Residency: All Honors students must complete seven fullcredit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. Honors Courses HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. Augsburg College 2010-2012 I 149 Honors Program 150 HON 120 The Scholar Citizen HON 250 The Social Scientist An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theatre lab) Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. (satisfies social and behavioral sciences LAF) HON 130 The Liberating Letters: The Trial of Letters Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. (satisfies humanities LAF and speaking skill requirements) HON 340 Junior Colloquium: The Scholar as Leader Taught by the Dean and/or President of the College, this seminar explores themes of leadership and service in the public context. (P/N; 0.0 credit) HON 380 Student-Created Learning Experience (SCLE) HON 111 Effective Writing for Liberating Letters Linked with HON 130, this effective writing course employs a rhetoric-based and argumentfocused approach to college level writing. Students are strongly encourged to register for HON 130 and this course during the same semester. (Satisfies introduction effective writing requirement). Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be 0.0, .5 or 1.0 credit, and may use traditional or P/N grading options). HON 450 Augsburg Honors Review: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving on the Augsburg Honors Review. (0.0 credit, P/N only) HON 200 Christian Vocation and the Search for Meaning II Honors version of REL 200–see REL 200 for content and requirements. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. (Satisfies graduation QR requirement) HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. (Satisfies fine arts LAF) HON 240 Science, Technology, and Citizenship Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. (Satisfies lab natural sciences and mathematics LAF) I Augsburg College 2010-2012 Travel Seminar Honor students are encouraged to study abroad at some point during their four-year degree. This may include a Center for Global Education 10-day seminar, international travel seminar, or domestic immersion trip. HON 460 Honors Disputation: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for serving in the Disputation League. (0.0 credit, P/N only) HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for a student/faculty research collaboration. (0.0 credit, P/N only) HON 490 Honors Senior Seminar This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Interdisciplinary Studies Interdisciplinary Studies— INS Interdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. Leadership Studies Minor Coordinator: Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 SOC 349 COM 345 POL 421 Principles of Management Organizational Theory (prereq. SOC 121 or permission of instructor) Organizational Communication Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 200 or 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States (prereq. Pass CT assessment or GST 100) INS 325 Building Working Relationships (WEC/ Day) Industrial Organizational Psychology (prereq. PSY 105) Business and Professional Speaking Small Group Communication The Self and the Organization (WEC) PSY 373 COM 321 COM 355 COM 410 Middle East Studies Minor The Middle East studies minor offers students the opportunity to learn about the religions, economic situation, historical and political developments, literature, philosophy, and culture of Middle Eastern people and countries. Requirements Six courses, including language and area studies courses (consult the program director for ACTC listing of approved courses): 1. Language courses: one year (two courses) of elementary Arabic, Hebrew, or another Middle Eastern language (or equivalent competency) 2. Required foundational course: POL 358 (Hamline) Politics and Society of the Middle East. 3. Area courses: three courses distributed among the humanities and social sciences, with at least one course to be selected in each area. Students are encouraged to continue more advanced language study through the ACTC language contract with the University of Minnesota. A program of study abroad or an internship in the Middle East is recommended strongly and will receive credit toward the minor. Peace and Global Studies Minor See International Relations, page 153. Interdisciplinary Courses INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 298 Meaningful Work: Linking Education, Vocation & Career Exploration This course will introduce students to the nature Augsburg College 2010-2012 I 151 Interdisciplinary Studies of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. 152 INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) I Augsburg College 2010-2012 International Relations International Relations International relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities throughout the year. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, Southeast Asia, etc. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements Required core courses: ECO 112 or ECO 113 HIS 103 or HIS 104 POL 158 or POL 160 POL 490 Principles of Macroeconomics Principles of Microeconomics The Modern World The Modern Non-Western World Political Patterns and Processes World Politics Seminar in International Relations One of the following: INS 225 POL 241 SOC 121 SWK 230 Introduction to Islam Environmental and River Politics Introduction to Human Society Global Peace and Social Development Two of the following: HIS 332 POL 368 POL 459 POL 461 History of U.S. Foreign Relations Model United Nations Topics: Women in Comparative Politics Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Five of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 465 ECO 360, 365, 370 ENV 310 FIN 460 HIS 323, 346, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 459, 483 REL 356 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Languages and Cross-Cultural Studies) Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing: S: one of the following IR electives: ECO 365, HIS 350, or PHI 355 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the international relations major, three of the following courses: BUS 362 BUS 465 FIN 460 MKT 466 International Business International Management International Finance International Marketing One of the following: ECO 360 ECO 365 ECO 370 International Economics Environmental Economics and Sustainable Development International Economic Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Augsburg College 2010-2012 I 153 International Relations Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The peace and global studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/ WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. 154 I Augsburg College 2010-2012 International Studies International Studies International study at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s strong commitment to a global perspective and its mission to “... nurture future leaders in service to the world,” provide the foundation to include international study in every student’s degree program. In addition to the following courses, students have more than 200 programs in nearly 90 countries from which to choose the best opportunity for their discipline and personal needs. Contact Augsburg Abroad for advising on study abroad programs, finances, and academics. Augsburg Abroad is the front door for students and faculty interested in study abroad. More information about study abroad is located in the Augsburg Abroad section of this catalog. Center for Global Education Courses Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an intensive semester of study and travel designed to introduce students to the central issues facing Mesoamerica, with emphasis on the experiences and empowerment of women. Students engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador, explore the interconnectedness of race, class, and gender, and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program includes a two-week educational seminar in El Salvador, as well as rural travel within Mexico and 4-day seminar in Mexico City. Students stay in guest houses while traveling, in Augsburg approximately six weeks, and with Mexican host families for four to six weeks. All students will be expected to take POL/WST 359 as a core seminar. Other course offerings include REL/WST 366, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 17 different options (including ART/SPA 231 that meets the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisite: one college-level Spanish course or its equivalent. and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 231/ ART 231 SPA 295 Topics: Spanish for Healthcare Professionals This course aims satisfy the needs of students in nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico.) SPA 295 and 495 Topics: Spanish for Heritage Speakers Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. 295 or 495 level available according to proficiency) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.) SPA 111, 112 Beginning Spanish I, II Mexican Art This course aims to develop an understanding and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museum as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) Augsburg College 2010-2012 I 155 International Studies 156 SPA 332 Latin American Civilization and Culture HPE 002 Lifetime Activity: Latin Dance A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) This Lifetime Activity course is designed to help you develop proficiency in diverse forms of Latin Dance. There is no academic credit for this course, but it fulfils the physical fitness graduation requirement. The course meets for a total of 21 hours over the course of the semester. There is additional cost of US $50/student to cover expenses. SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) SPA 495 Contemporary Latin American Women–Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) SPA 495 Topics in Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s consent.) SPA 495 Topics: Contemporary Mexican Literature (SPA 495) This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.) I Augsburg College 2010-2012 (.0 course) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will include particular emphasis on religion in Mexico. (Prereq.: REL 100) REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application, and Spanish reference forms) BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. International Studies International Business and Global Citizenship (Mexico)—Fall This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn about international business topics that are relevant in many different countries. The program includes intensive Spanish language instruction, a four-week family stay, a week-long seminar on international business in Mexico City, and short trips to other nearby regions in order to develop a broader perspective on globalization and international business issues. All students will take two Spanish language courses and BUS 495. For their fourth course, they may take Topics in Business Spanish, REL 200, or complete an internship or independent study. A Lifetime Activity course (Latin Dance) is also available for no credit. SPA 231/ ART 231 SPA 295 Topics: Spanish for Healthcare Professionals This course aims satisfy the needs of nursing and pre-med students, and others in healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prerequisite: SPA 112 or instructor’s permission. Taught in Mexico.) SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 295 and 495 SPA 211, 212 Intermediate Spanish I, II Through the reading of selections of Latin American and Spanish texts that stimulate intellectual growth and promote culture understanding, students review all the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversations in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) Mexican Art This course aims to develop an understanding and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico) Topics: Spanish for Heritage Speakers This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. 295 or 495 level available according to proficiency) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, novels, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or the equivalent and ENL 111 or 112 or HON 111.) Augsburg College 2010-2012 I 157 International Studies 158 SPA 495 Contemporary Latin American Women - Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) SPA 495 Topics in Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.) SPA 495 Topics: Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.) BUS 495 Global Business Issues and Developing Countries: Mexico and Beyond This course examines global economic conditions today and explores vital issues, such as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers, government regulations shipping options, etc. Emphasis is on understanding issues from the perspectives of both developed and developing countries, using Mexico as a case study. (Prereq.: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor). HPE 002 Lifetime Activity: Latin Dance This Lifetime Activity course is designed to help you develop proficiency in diverse forms of Latin dance. There is no academic credit for this course, but it fulfills the physical fitness graduation requirement. The course meets for a total of 21 hours over the course of the semester. There is additional cost of US $50/student to cover expenses. I Augsburg College 2010-2012 (.0 course) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will include particular emphasis on religion in Mexico. (Prereq.: REL 100) BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship The internship seminar is a rigorous academic course that involves not only approximately 100 hours of work experience and/or participant observation in a Mexican business, government agency, school, or other organization, but also participation in a seminar that explores cultural issues, organizational analysis, and personal and professional development through class discussions and written and oral assignments. Students seeking Spanish credit must receive approval from department chair to enrollment. BUS/HIS/INS/MKT/POL/REL/WST/YFM 499 Independent Study Students who are highly independent and selfmotivated may conduct independent, field-based research during the last third of the semester and participate in a seminar that explores fieldwork methods and cultural and ethical issues. This course option is intended for serious students who want to begin research related to a senior thesis or capstone project. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. International Studies All students will be expected to take HIS/WST 357 as a core seminar. Other course offerings include POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 17 different options (including ART/SPA 231 which meets the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisite: one college-level Spanish course or its equivalent. and confidence in your native language. (No prerequisites. 295 or 495 level available according to proficiency) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 211, 212 Intermediate Spanish I, II SPA 231/ ART 231 Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) Mexican Art This course aims to develop an understanding and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museum as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico) SPA 295 Topics: Spanish for Healthcare Professionals This course aims satisfy the needs of students in nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico.) SPA 295 and 495 Topics: Spanish for Heritage Speakers This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) SPA 495/ Contemporary Latin American Women-Texts and Voices WST 481 This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Augsburg College 2010-2012 I 159 International Studies SPA 495 Topics in Business Spanish BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.) SPA 495 Topics: Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.) HIS/WST 357 Mexican History, Culture, and Cosmovision This course traces the historical development of gender, class-based, and racial/ethnic oppression in Latin America from the Conquest to the present day, and explores the history of resistance and social change in Latin America. HPE 003 Lifetime Activity: Latin Dance This Lifetime Activity course is designed to help you develop proficiency in diverse forms of Latin dance. There is no academic credit for this course, but it fulfills the physical fitness graduation requirement. The course meets for a total of 21 hours over the course of the semester. There is additional cost of US $50/student to cover expenses. (.0 course) BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study 160 Explores issues of globalization and social change in Mexico and analyzes political, social and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will include particular emphasis on religion in Mexico. (Prereq.: REL 100) I Augsburg College 2010-2012 Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. Social Work in a Latin American Context (Mexico)— Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. Augsburg application deadline: Sept. 15. Prerequisites: approval of the Social Work Department, and one collegelevel Spanish course or the equivalent (students may choose to study Spanish in Mexico during the month of January prior to the start of the semester). SPA 111, 112 Beginning Spanish I, II POL 341/WST 341 Globalization, Social Struggles, and the Environment Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 231/ ART 231 Mexican Art This course aims to develop an understanding International Studies and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico) Advanced Conversation and Composition Topics: Spanish for Healthcare Professionals SPA 411 SPA 295 This course aims satisfy the needs of students in nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prerequisite: SPA 112 or instructor’s permission. Taught in Mexico.) Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prerequisite: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) SPA 495 Contemporary Latin American Women - Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) SPA 295 and 495 Topics: Spanish for Heritage Speakers This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. 295 or 495level available according to proficiency) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) Examines issues of social change through the voices on contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 495 Topics in Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: SPA 311 or equivalent or instructor’s consent.) SPA 495 Topics: Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.) SPA 332 Latin American Civilization and Culture SWK 294 International Social Welfare: The Mexican Context A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Taught by Mexican instructors.s (Prereq.: SPA 311 or equivalent.) SPA 356 Latin American Literature: 20th-Century Voices Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social Augsburg College 2010-2012 I 161 International Studies SPA 316. Taught by Guatemalan instructors. (Prerequisite: SPA 212 or equivalent or placement exam.) work practice with migrants and immigrants in the Minnesota and the United States at large. 162 SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational, and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis, and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing, and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish-language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316. P/N grading only). SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for I Augsburg College 2010-2012 SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prerequisite: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, novels, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prerequisite: SPA 311 or equivalent.) HIS/WST/ISS 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, classbased, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 310 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of to provide students with the opportunity to gain hands-on work experience in a development agency. liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. HIS/INS/POL 499 Independent Study Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles Against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available Students may design a proposal to conduct an independent study of a topic related to their major or minor. HECUA Courses Scandinavian Urban Studies Term: Norway (SUST)—Fall In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by analyzing the development of the Norwegian welfare state through a wide range of topics such as globalization theories, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students study Norwegian language or do an independent research project, and also intern with a leading NGO. INS 372 Norwegian Language INS 377 Challenges of Globalization to the Scandinavian Welfare State INS 393 Scandinavian Art, Film, and Literature INS 394 Urbanization and Immigration INS 499 Independent Study (Students may choose either INS 372 or 499) Community Internships in Latin America: Ecuador (CILA)—Fall and spring The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn first-hand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change Augsburg College 2010-2012 I 163 INS 399 Internship (2 course credits) INS 499 Independent Study Democracy and Social Change: Northern Ireland— Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) Divided States of Europe: Globalization and Inequalities in the New Europe—Spring Ten former communist nation-states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. 164 INS 371 Disjuncture and Difference in Europe INS 376 Challenges and Opportunities of European Integration INS 399 Internship INS 499 Independent Study I Augsburg College 2010-2012 Languages and Cross-cultural Studies Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish, as well as an interdisciplinary major in CrossCultural studies. Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Faculty Frankie Shackelford (Chair), Anita Fisher, Michael Kidd, Diane Mikkelson, Pary Pezechkian-Weinberg, Kate Reinhardt, Susana Sandmann, Dann Trainer, John vanCleve Degree and Major Requirements Major The language major consists of ten courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, KEY 480, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement and three electives: Core: LCS 100, LCS 399, and KEY 480. Language requirement: Minor in French, German, Norwegian or Spanish or completion of the 212 level in two different languages (in Norwegian only: 211). Study-abroad requirement: one semester on an approved study-abroad program or two travel seminars (consult Augsburg Abroad for offerings). Required electives: Three upperdivision courses in related areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, MAT 145 or 146, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture. All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. There is no minor in CrossCultural studies. Other Requirements Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad is required for language majors and some study abroad is strongly recommended for minors. Majors in Cross-Cultural studies must complete a semester abroad or two short-term international study experiences approved by the department. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Augsburg College 2010-2012 I 165 Languages and Cross-cultural Studies Teaching Licensure French (FRE) Augsburg College no longer offers a licensure program in modern languages. FRE 111, 112 Beginning French I, II Languages and Cross-Cultural Studies Courses LCS 100 Introduction to Cultural Studies This course is an introduction to the critical study of cultures and Cross-Cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our “position” in the world affects the way we view, interpret, and interact with other cultures. FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics LCS 295/495 Topics in Cross-Cultural Studies LSC 399 Internship in Cross-Cultural Studies KEY 480 Topics in Global Interdependence This Cross-Cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. (Fall, Prereq.: 212) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) American Sign Language (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) Farsi (FAR) FAR 111/112 Beginning Farsi I, II 166 An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. (Alternating years) I Augsburg College 2010-2012 Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) Languages and Cross-cultural Studies FRE 411 Advanced Conversation and Composition GER 331 German Civilization and Culture I By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. (Prereq.: FRE 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) FRE 495 Topics in Literature, Culture, or Linguistics GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many Germanspeaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses FRE 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. FRE 299 Directed Study See description on page 65. FRE 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. FRE 499 Independent Study/Research See description on page 65. German (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 Topics in Literature, Culture, or Linguistics GER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) Internships and Independent Study Courses GER 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. Augsburg College 2010-2012 I 167 Languages and Cross-cultural Studies GER 299 Directed Study NOR 411 Advanced Conversation and Composition See description on page 65. Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor and ENL 111 or 112 or HON 111. Spring) NOR 495 Topics in Literature, Culture, or Linguistics GER 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. GER 499 Independent Study/Research See description on page 65. Norwegian (NOR) NOR 111, 112 Beginning Norwegian I, II NOR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. NOR 299 Directed Study See description on page 65. NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. Topics in Literature, Culture, or Linguistics Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the Lanuages and Cross-Cultural Studies Department and as part of the American Indian studies major. NOR 295 168 Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Additional sessions required when taken in the Weekend College schedule. (Fall: 111; spring: 112, Prereq.: 111) Internships and Independent Study Courses NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video materials. In Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor.) I Augsburg College 2010-2012 NOR 499 Independent Study/Research See description on page 65. Ojibwe (OJB) OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111) Spanish (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American Languages and Cross-cultural Studies and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor. Spring) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) tor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses SPA 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. SPA 299 Directed Study See description on page 65. SPA 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. SPA 499 Independent Study/Research See description on page 64. SPA 352, 353 Survey of Spanish Literature I, II SPA 354 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor). Fall on a rotational basis.) Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instruc- Augsburg College 2010-2012 I 169 Management Information Systems, Marketing Management Information Systems See listing under Department of Business Administration. Marketing See listing under Department of Business Administration. 170 I Augsburg College 2010-2012 Mathematics Mathematics—MAT Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art, its applications to science and engineering, its applications to actuarial science, computing, or economics, or in preparation to teach. Augsburg’s urban location allows students to gain experience working with mathematics through internships, cooperative education, and the colloquium course. Mathematics Faculty Matthew Haines (Chair), Pavel Beˇlík, Tracy Bibelnieks, Suzanne Dorée, Kenneth Kaminsky, Jody Sorensen, John Zobitz, Catherine Micek Degree and Major Requirements Bachelor of Arts Mathematics Major Nine courses including: MAT 145 MAT 146 MAT 245 MAT 246 MAT 271 Calculus I Calculus II Calculus III Linear Algebra Discrete Mathematical Structures A “theoretical structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Bachelor of Science Mathematics Major Twelve courses including: MAT 145 MAT 146 MAT 245 MAT 246 MAT 271 Calculus I Calculus II Calculus III Linear Algebra Discrete Mathematical Structures Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, BUS 379, CHM 353, CHM 361, CHM 364, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 164, BUS 379, PSY 215, SOC 362 may count). These seven electives must include a(n): • “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. • “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department. • “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 164, BUS 379, PSY 215, SOC 362, or other courses approved by the department. At least five of the seven electives must be chosen from a focus area approved by the department. Sample focus areas: • Biological Sciences: one of MAT 163, MAT 164, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373 Augsburg College 2010-2012 I 171 Mathematics • Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, BUS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 164, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of BUS 379, MAT 163 and MAT 164 may count). • Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT 363, MAT 377. • Physical Sciences: Two of PHY 121, PHY 122, CHM 353, CHM 361, CHM 364; two of MAT 324, MAT 327, MAT 355, MAT 369; a fifth course from this list. • Statistics: One of MAT 164, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department. • Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324 • Theoretical mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics. Also required: MAT 491 Mathematics Colloquium during junior and senior years. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond the course is expected. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach math- 172 I Augsburg College 2010-2012 ematics in grades 5-12 are the same as the B.S. major but the electives must include ESE 330 5-12 Methods: Mathematics; MAT 252; Exploring Geometry; MAT 287 History of Mathematics; MAT 314 Abstract Algebra; MAT 324 Analysis; one of MAT 163 Introductory Statistics, MAT 164 Introductory Biostatistics or MAT 373 Probability and Statistics I; and an “Applied Project” course. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I; one of MAT 163 Introductory Statistics, MAT 164 Introductory Biostatistics or MAT 373 Probability and Statistics I; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. ESE 331 Middle School Methods in Mathematics is also required. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics GPA of 3.50 in MAT courses numbered above 200, 3.00 overall GPA, an undergraduate research project in mathematics (usually beginning before senior year), and approval of the Mathematics Department. The project may build upon a course-based project, but significant work beyond the course is expected. A proposal to complete departmental honors in mathematics should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements are available from the department. Pi Mu Epsilon Membership in the Augsburg Chapter of this national mathematics honor society is open to those students with declared mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163 or MAT 164, MAT 252, MAT 271, and MAT 287. Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. Mathematics Other Requirements MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. Note: Students who have successfully completed MAT 138, MAT 163, MAT 164, BUS 379, PSY 215, or SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3) Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. MAT 137-8 Mathematics for Elementary Teachers I and II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3) MAT 140 Calculus Workshop (.25 course) An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. MAT 140 does not satisfy NSM-LAF requirement. P/N grading only. (Coreq.: MAT 145 or MAT 146 and consent of instructor). Mathematics Courses MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Note: Students who have successfully completed BUS 379, MAT 164, PSY 215, or SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3) MAT 164 Introductory Biostatistics Concepts and techniques of statistical inference applied to scientific studies in medicine and biology. Material is centered on real studies from the biomedical sciences. Topics include counting techniques, probability, descriptive methods, point and interval estimation, experimental design, and nonparametric methods. Credit Augsburg College 2010-2012 I 173 Mathematics mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 145 and one of MAT 163, MAT 164, MAT 252, or MAT 287; and pass CT assessment or GST 100.) may not be received for both MAT 163 and MAT 164. (Prereq.: MAT 114 or MPG 4) 174 MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3. Also recommended: CSC 160) MAT 173 Mathematics of Finance Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3) (.5 course) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq.: MAT 145) MAT 304 Graph Theory Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. (Prereq,: MAT 271, ENL 111, and a speaking course. Also recommended MAT 246.) MAT 201 Communicating Mathematics MAT 314 Abstract Algebra An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. (Prereq.: MAT 146) Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. (Prereq.: MAT 246, MAT 271, ENL 111, and a speaking course) MAT 245 Calculus III MAT 327 Special Functions of Mathematical Physics Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Includes an applied project. (Prereq.: MAT 146, CSC 160, ENL 111, and a speaking course) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, I Augsburg College 2010-2012 MAT 324 Analysis Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. (Prereq.: MAT 146, MAT 271, ENL 111 or 112 or HON 111, and a speaking course. Also recommended: additional MAT course numbered 200 or higher) MAT 363 Dynamical Systems Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, MAT 269, or MAT 271) Mathematics MAT 369 Modeling and Differential Equations in the Biological and Natural Sciences Concepts of differential equations including quantitative and qualitative methods of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. (Prereq.: MAT 245, ENL 111, and a speaking course) MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics.MAT 374 includes an applied project. (Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373, ENL 111, and a speaking course for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Includes an applied project. (Prereq.: MAT 246, ENL 111, and a speaking course) is required. (Prerequisite for upper division: at least one upper division MAT course, junior or senior standing) See also description on page 64. MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) See also description on page 65. MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, combinatrics, complex analysis, mathematical biology, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study Courses MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium Augsburg College 2010-2012 I 175 Medieval Studies Medieval Studies The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), John Harkness (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) Degree and Major Requirements Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). Other Requirements Language Requirement Students must take one year of college-level Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Quantitative Reasoning (QR) Skills Fulfilled by HIS 369. Major Augsburg Experience Nine courses, including: As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of adviser is required for all Augsburg Experiences related to Medieval Studies. Four (4) core requirements: HUM 120 HIS 369 HIS 370 HUM 499 Medieval Connections Early and Middle Ages Late Middle Ages Keystone, Medieval Studies Project One (1) of the following literature courses: ENL 330 ENL 332 ENL 360 ENL 361 Shakespeare Renaissance and Reformation The Medieval World The Classical Tradition One (1) of the following religion or philosophy courses: HIS 378 PHI 242 REL 361 REL 362 Medieval Church Medieval and Renaissance Philosophy Church in the First Four Centuries Theology of the Reformers One (1) of the following history of arts courses: ART 386 ART 387 MUS 231 THR 361 176 Medieval Art Renaissance and Baroque Art History and Literature of Music I Theatre History and Criticism I I Augsburg College 2010-2012 Courses HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend Medieval Studies class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, refer to the specific departments elsewhere in the catalog. Augsburg College 2010-2012 I 177 Metro-Urban Studies Metro-Urban Studies—INS Metro-Urban Studies is the study of cities as social, political, economic and cultural entities. Metro-Urban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, history, environmental studies and art and architecture to understand metropolitan areas in terms of complex relationships that contribute to both opportunities and potential problems. The major is designed to blend ideas learned in the class room with real world experiences from field study. For example, all students participate in internships that reflect their career interests as part of the keystone experience. Metro-Urban Studies helps prepare students for careers and graduate work in urban planning, architecture, public administration, environmental studies, government, community organizing and social welfare. Internships, community service-learning, and cooperative education are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the College’s location. The Higher Education Consortium for Urban Affairs (HECUA) and Associated Colleges of the Twin Cities (ACTC) enrich the overall program with additional courses and semester-long programs. Metro-Urban Studies Faculty Nancy Fischer (Director, SOC), Andrew Aoki (POL), Jeanne Boeh, Keith Gilsdorf, Stella Hofrenning (ECO), Michael Lansing (HIS), Lars Christiansen, Garry Hesser (SOC), Kristin Anderson (ART) Degree and Major Requirements Major SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 364 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). HECUA off-campus programs are highly recommended, especially the Metro-Urban Studies Term (MUST) Twin Cities program. Students interested in graduate school are encouraged to take ECO 113 Principles of Microeconomics instead of ECO 110. Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor POL 122, SOC 111, HIS 316/249/349, SOC 381 and one of the following: ECO 110, HIS 335, or INS 399. The INS 399 Internship is highly recommended where appropriate. Other combinations are feasible if approved by the director of the program. Metro-Urban Studies Courses Internships and Independent Study Courses INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. INS 299 Directed Study See description on page 65. (Prereq.: POL 122 or SOC 211) Ten courses including: ECO 113 POL 122 SOC 111 Principles of Microeconomics Metropolitan Complex Community and the Modern Metropolis U.S. Urban Environmental History The Designed Environment HIS 316 or ART 249/349 HIS 249/349 SOC 362 Statistical Analysis or POL 483 Political/Statistics/Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 The City and Metro-Urban Planning INS 399 Internship Plus two additional approved urban-related courses. Please discuss the selection of these two courses with your faculty adviser. 178 I Augsburg College 2010-2012 INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit). Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 211 and consent of instructor) Metro-Urban Studies INS 499 Independent Study/Research INS 330 Field Seminar: Arts Praxis See description on page 65. (Prereq.: POL 484 or SOC 363) Exploration of the work of artists, activists, and community organizers in order to better understand the intrinsic value of art in social, cultural, economic, and political contexts. Visits to performances, installations, museums, studios, etc. Examination of the differences between community-based art, public art, and more formal forms. INS 331 Creating Social Change: Art and Culture in Political, Social and Historical Context Study of the social and cultural history of art, the role of art and the artist in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate theory and artistic expression with issues of social change and activism. Urban Studies Options Through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, Latin America, Northern Ireland, and the Twin Cities. The following programs can be counted towards the Metro-Urban Studies major and minor. Ask the director of Metro-Urban Studies for more detail. Also see International Studies listings. I. Metro-Urban Studies Term (MUST)—Fall or Spring This Semester in the Cities program focuses upon the Twin Cities metro area. INS 358 Theories of Poverty, Inequality and Social Change (Reading Seminar) Theoretical foundations necessary for understanding the roots, dynamics, and reproduction of urban economic, political, and social inequality, and theoretical tools for evaluating alternative policies and strategies for addressing various forms of poverty and inequality. Integrated with field and internship work, the seminar examines interrelated social systems relevant to the study of poverty and inequality: the economy and labor markets, geographic systems, education, and housing and welfare systems. INS 359 Social Policy and Anti-Poverty Strategies in Theory and Practice (Field Seminar) This seminar illuminates, grounds, and tests theoretical perspectives and insights gained in INS 358. Students will observe and evaluate a variety of policy alternatives and strategies for social change used to address poverty and inequality by conversing with policy makers, community activists, and public and private organizations and by participating in a number of structured field exercises and legislative lobbying. INS 399 Internship See description on page 64. (2 course credits) II. City Arts—Spring An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet Twin Cities artists, activists, private and public arts funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change. INS 399 Internship See description on page 64. (2 course credits) III. Environmental Sustainability: Science, Politics, and Public Policy—Fall Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. Uses social, economic, and environmental sustainability to address themes like the links between rural and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience learning from community organizers, government planners and business leaders who are rising to the challenges of creating a more sustainable world. INS 346 Adaptive Ecosystem Management INS 345 Social Dimensions of Environmental Change INS 399 Field/Research Methods and Investigation INS 399 Internship and Integration Seminar IV. Writing for Social Change Seminars and field study addressing the social, cultural, and ideological contexts of creative writing and literary production, and the ways this work links to community building. The goal is the growth of students as writers, as readers, and as actors in our democracy by examining the role of literature and literary production in creating social transformation. INS 354 Reading for Social Change: Writing in Context Interdisciplinary, reflective critique of a wide variety of assigned texts (fiction, poetry, creative nonfiction). Exploration of the ways in which creative writers and literature impact communities and address pressing social issues. Examines literature as a tool for social critique, a means of Augsburg College 2010-2012 I 179 Metro-Urban Studies calling for social change and justice, and a tool for transformation. INS 355 Writing for Social Change: Creative Writing Workshop The writing and revision of creative work (fiction, poetry, creative nonfiction): in-class writing exercises, weekly writing assignments, and drafts of mock grant applications. Opportunities for hands-on learning and interaction with Twin Cities literary arts communities, including readings and performances, meeting with local authors, and exploring independent bookstores and literary arts organizations. INS 399 Internship and Integration Seminar (2 course credits) IV. See HECUA under International Studies 180 I Augsburg College 2010-2012 Music Music—MUS Bachelor of Science The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three music degree programs and five majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Music Therapy Equivalency Certificate Full-time Faculty MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 201 Materials of Music III MUS 211 Aural Skills III MUS 202 Form and Analysis MUS 212 Aural Skills IV MUS 231 History and Literature of Music I MUS 232 History and Literature of Music II MUS 331 Music of the Baroque Era (0.5 credit) or MUS 332 Music of the Classical Period (0.5 credit) or MUS 333 Music of the Romantic Period (0.5 credit) or MUS 334 Music of the 20th Century (0.5 credit) MUP 1xx-4xx Performance Studies MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit) MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 121: Large Augsburg Ensemble Robert Stacke (Chair), Jill Dawe, Douglas Diamond, Stephen Gabrielsen, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp, Michael Buck Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Garrick Comeaux, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Bradley Greenwald, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle, Rena Kraut, Erick Lichte, Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O. Nicholas Raths, Shannon Sadler, Andrea Stern, Sonja Thompson, William Webb, Matthew Wilson, Yolanda Williams Fine Arts Coordinator Cathy Knutson Fine Arts Facilities Manager Karen Mulhausen Music therapy major Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a Board Certified Music Therapist. Music Minor Music Music Business **All music majors and music minors** must choose and apply to a degree program by the end of their fourth semester of study. Degree and GPA requirements and applications are in the Music Department Student Handbook. Transfer students should meet with a music degree adviser as soon as possible after enrolling at Augsburg. Degree and Major Requirements Music Core Four to eight semesters in accordance with degree requirement Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Piano Proficiency Test (see Music Department Handbook) Music Repertoire Tests (see Music Department Handbook) Graduation Skills for Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: Augsburg College 2010-2012 I 181 Music S: MUS 341 QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Graduation Skills for Bachelor of Science in Music Therapy: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 363 QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372 Graduation Skills for Bachelor of Arts in Music with Music Business Concentration: Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for the music business major is available in the Augsburg music office. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. This program is open to sophomores through seniors. There is no additional fee for this program. Faculty Adviser: Ned Kantar Bachelor of Arts B.A. in Music with Music Business Concentration Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core and: MUS 341 Basic Conducting MUS 458 Senior Recital Minimum of two music course electives MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Music Business Major The music business major prepares students to enter today’s 182 I Augsburg College 2010-2012 Requirements: Music core and: ECO 113 MIS 260 ACC 221 BUS 242 or BUS 254 or BUS 200 MUS 105 MUS/BUS 245 MUS/BUS 399 MUS/BUS Principles of Microeconomics Problem Solving Introduction to Financial Accounting Principles of Management Entrepreneurship Exploring Business as Vocation Music Business Arts Management Internship Elective (Augsburg or MSCM course, 1.0 Augsburg credit) MUS 458 Senior Recital MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 121 Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests B.A. in Business Administration with Specialization in Music Business Music Requirements: ECO 112 ECO 113 MIS 260 ACC 221 ACC 222 BUS 242 or BUS 254 or BUS 200 MKT 252 FIN 331 MUS/BUS 105 MUS/BUS 245 MUS/BUS 399 MUS/BUS Principles of Macroeconomics Principles of Microeconomics Problem Solving for Business Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Entrepreneurship Exploring Business as Vocation Principles of Marketing Financial Management Music Business Arts Management Internship Elective (Augsburg or MSCM course, 1.0 Augsburg credit) 3 MUS credits — OR — 2 MUS credits and 1 MUE/MUP credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 6 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting One of the following two: MUS 231 MUS 232 History and Literature of Music I History and Literature of Music II career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS 105 ECO 113 MIS 260 ACC 221 MUS/BUS 399 One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) Bachelor of Music Music Education Major Offers students the preparation necessary to become teachers of music in public schools. This preparation includes coursework that allows the student to become certified to teach at the elementary through the secondary level. Students select either vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must also apply to the Department of Education for acceptance into the music education licensure program. Recommendation for teacher licensure is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. One additional course (.5 or above) in music history or conducting. Other courses may be approved by departmental petition. Faculty Advisers: MUE 111 or 112 or 114 or121 & Requirements MUP 1xx-2xx Performance Studies (.25 credit) Four semesters in a large Augsburg ensemble and four (.25 credit) semesters of performance studies in the major instrument/voice Music core and: Pass one music repertoire test Candidates must submit an application for admission prior to spring juries of the sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a The Music Business Principles of Microeconomics Problem Solving for Business Introduction to Financial Accounting Internship (approved for the Music Business Minor) Robert Stacke—Instrumental Peter Hendrickson—Vocal MUS 311 MUS 341 MUS 358 MUS 459 HPE 115 EDC 200 EDC 210 EDC 211 EDC 220 EDC 310 Composition I Basic Conducting (.5) Half Junior Recital Full Senior Recital Health and Chemical Dependency Education Orientation to Education Diversity in the Schools Minnesota American Indians Educational Technology Learning and Development Augsburg College 2010-2012 I 183 Music ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) One of the following two areas of emphasis: Vocal emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS/THR 235 Music Theatre (.5 credit) Instrumental emphasis: MUS 344 Instrumental Conducting (.5 credit) Music elective or approved course (1.0 credit) MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/ voice (first year) MUP 2xx-4xx Performance Studies (.5 credit) Six semesters of hour lessons in the major instrument/voice (second, third, fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 121 (.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice (winds and percussion, Band; strings, Orchestra; voice, Choir). You must participate in the ensemble for which you want to teach. (total= 2.0 credits) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) Two semesters in a chamber music course on the major instrument/voice Pass piano proficiency test Pass three music repertoire tests Faculty Adviser Jill Dawe Requirements Music Core and: MUS 341 MUP 1xx Basic Conducting (0.5 credit) Performance Studies Two semesters of half hour lessons (0.25 credit) in major instrument MUP 2xx-4xx Performance Studies Six semesters of one hour lessons (0.5 credit) in major instrument MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) At least four semesters Chamber Music playing on major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) (see Handbook) MUE 111 or 114 or 121or 141 Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 MUS 435 MUS359 MUS Elective Diction (0.25 credit each) Voice Repertoire (0.5 credit) Music Methods: Voice/Choral (0.5 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 Opera Workshop. Keyboard Majors: MUS 436 MUS 456 MUS Elective Piano Repertoire Piano Pedagogy (0.5 credit) Instrumentalists: Bachelor of Music MusicMethods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) MUS Elective (1.0 credit) Music Performance Major Bachelor of Science Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice A focused classical training program designed to develop the skills and challenge the performing ability of the individual musician, this degree best prepares students who are interested in private and studio teaching, professional performance opportunities, auditions, and graduate school. Acceptance 184 to the program is by application and audition (see the Music Department Student Handbook). I Augsburg College 2010-2012 MUS356 Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is a four-and-one-half-year degree Music program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core and: MUS 271 MUS 274, 275 MUS 363 MUS 372, 373 MUS 374, 375 MUS 480 MUS 474, 475 MUS 481 MUS 458 EDC 410 PSY 105 PSY 262 BIO 103 MUS 340 MUS 345 Introduction to Music Therapy Music Therapy Practicums Expressive and Creative Arts in Healing Psychological Foundation of Music I, II Music Therapy Practicums Music Therapy Senior Seminar Music Therapy Practicums Music Therapy Clinical Internship Half Senior Recital The Learner with Special Needs Principles of Psychology Abnormal Psychology Human Anatomy and Physiology Music Therapy Techniques and Materials I Music Therapy Techniques and Materials II One of the following two: SOC 362 PSY 215 Statistical Analysis Research Methods: Design Procedure, and Analysis I MUP 1xx-4xx Performance Studies (.25 credit) Eight semesters of half hour lessons in the major instrument/voice MUE 111 or 112 or 114 or121 Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Pass piano and guitar proficiency tests Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: • submit an application for admission during the first semester of residency at Augsburg • submit a copy of a current academic transcript and transferred credits with the application • submit the studio instructor recommendation form for the major instrument or voice with the application (found in Music Department Student Handbook) • complete the piano and guitar proficiency requirements during the first semester of residence Acceptance to the degree program will be based on the successful completion of the above, as well as on the student’s performance at his or her first jury. Departmental Honors Students may apply for departmental honors by submitting an honors project proposal to the music faculty during the first semester of the senior year. Students submitting a proposal should include a transcript showing a cumulative GPA of 3.00 or higher in music courses, and a brief resume outlining their experience, performances, work, research, leadership roles, and study. The honors proposal should clearly outline a project that goes well beyond required coursework, and could include but is not limited to one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Student Recitals Students planning a recital should carefully read the Music Student Handbook and consult regularly with their applied instructor. Registration in performance studies in the major instrument/voice is required during the semester in which a degree recital is given. At least two full-time music faculty members and the student’s private instructor will evaluate junior and senior recitals. Recitals are graded on a pass/fail basis. Recitals required for the fulfillment of the B.M., B.A., or B.S. degree requirements or Honors program will be sponsored by the music department. Other non-degree student recitals may be considered for departmental sponsorship. All music degree recitals must meet the academic guidelines set forth in this catalog. • B.M. degree junior recitals (MUS 358) will be one-half hour in duration for music education majors, and one hour in duration for music performance majors. • B.M. degree senior recitals (MUS 459) will be one hour in duration for music education majors and music performance majors. • B.A. and B.S. degree senior recitals (MUS 458) will be onehalf hour in duration. Augsburg College 2010-2012 I 185 Music Examinations Piano Proficiency: All music majors enrolled in a music degree program must complete the piano proficiency requirement by the end of the sophomore year. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0 and pass CT assessment or GST 100.) Music Repertoire Tests: Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Consult the Music Student Handbook for contents of music repertoire tests and test dates. Music Courses Many music courses are offered alternate years. Consult the registrar’s website <www.augsburg.edu/enroll/registrar> or the Music Department for course offerings in each term. MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211 and pass CT assessment or GST 100.) Theory and Musicianship 186 MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) (.5 course) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 160 Fundamentals of Music Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. MUS 201 Materials of Music III Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently I Augsburg College 2010-2012 (.5 course) (.5 course) (.5 course) MUS 311 Composition I Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0 and pass CT assessment or GST 100.) (.5 course) MUS 312 Composition II Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) (.5 course) History and Literature MUS 130 Introduction to Music and the Fine Arts Relationship between music of each period and the other fine arts. Live performance will be a feature of this course. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz MUS 272 Human Identity through the Creative Arts This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 331 Music of the Baroque Era MUS 274, 275 Music Therapy Practicums (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) (.5 course) MUS 332 Music of the Classical Period (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) (.5 course) MUS 333 Music of the Romantic Period (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) (.5 course) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) Each course in the MUS 331-334 sequence offers a detailed investigation of Western European classical music from a specific era: Baroque, Classical, Romantic, or 20th Century. Significant repertoire is studied within cultural and historical contexts; listening is emphasized; and each course fulfills the LAF required skill in writing. MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from instructor) MUS 340 Music Therapy Techniques and Materials I This course will introduce students to primary instruments used in MT sessions, i.e. guitar, keyboards and drums/percussion. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading. The class is open for freshmen, sophomores and transfer students. MUS 345 Music Therapy Techniques and Materials II This experiential course includes an introduction to musical improvisation, making use of the skills acquired in Techniques and Materials Pt. I. These include the use of modes, various song forms, harmonic relationships and rhythm based exercises. The course will explore the student’s own personal relationship to music while introducing them to clinical improvisation methods. MUS 363 Expressive and Creative Arts in Healing An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. (.5 course) MUS 436 Piano Repertoire A study of piano literature from the 17th century to the present. (Prereq.: MUS 231, 232) MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. (.5 course) Music Therapy MUS 271 Introduction to Music Therapy (.5 course) Study of non-symphonic instruments, OrffShulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. (Prereq.: ENL 111 or 112 or HON 111) MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring Augsburg College 2010-2012 I 187 clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a Board Certified Music Therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency test) MUS 481 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (minimuym 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 359 (.5 course) MUS 456 Piano Pedagogy Explores methods, materials, and techniques for teaching piano. This course has a community service-learning requirement that fulfills the LAF Augsburg Experience requirement. (.5 course) Applied Skills and Group Lessons MUS 152 Class Voice Fundamentals of tone production and singing. MUS 155A/B Class Piano (.25 course) (.25 course) This class teaches basic piano skills including scales, chord progressions, harmonization, sightreading, and improvisation. It will help music majors prepare for the piano proficiency test. (Prereq.: MUS 101 or permission from instructor) MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Music Business MUS 105 The Music Business An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and nonprofit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS/BUS 105) Methods and Pedagogy 188 Music Methods: Vocal MUS 355 Music Methods: Strings (.5 course) MUS 356 Music Methods: Brass/Percussion MUS 357 Music Methods: Woodwinds I Augsburg College 2010-2012 (.5 course) (.5 course) MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) Intensive course covering basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) (.5 course) MUS 342 Choral Conducting Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) (.5 course) Music MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) Performance/Study/Chamber Music/Recitals/ Accompanying/ MUP 1xx-4xx Performance Studies Performance Studies provide a unique opportunity for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Studies courses are available to music majors and non-majors and are individualized to meet the experience, ability, background, and goals of the student. Music majors may register for 0.25 credits (half-hour weekly lessons); or 0.5 credits (one hour weekly lessons), in accordance with their specific degree requirements. Nonmajors may register for credit or for 0.0 credit (half hour weekly lessons). First-years may qualify to have their lesson fee waived (one instrument per semester for half-hour weekly lessons, 0.0 or 0.25 credits), if concurrently registered for and playing that instrument for a large ensemble (MUE 111, 112, 114, 121, 141). Other ensembles may qualify upon petition to the music department. Lessons are numbered sequentially to reflect each year of performance study (i.e. 1xx is two semesters, first year of study; 2xx is second year of study, etc.) and lessons for credit must be registered by ADD/DROP form, signed, and delivered to registrar’s office by the student. Check with the music office or use the search option on AUGNET Records and Registration to get the correct course section for instruments with more than one teacher. MUP 111-211-311-411 Voice MUP 116-216-316-416 Electric Bass MUP 121-221-321-421 Violin MUP 122-222-322-422 Viola MUP 123-223-323-423 Cello MUP 124-224-324-424 Bass MUP 131-231-331-431 Oboe MUP 132-232-332-432 Bassoon MUP 133-233-333-433 Clarinet MUP 134-234-334-434 Saxophone MUP 135-235-335-435 Flute MUP 137-237-337-437 Horn MUP 141-241-341-441 Trumpet MUP 142-242-342-442 Trombone MUP 143-243-343-443 Baritone MUP 144-244-344-444 Tuba MUP 152-252-352-452 Piano MUP 161-261-361-461 Guitar MUP 171-271-371-471 Percussion MUP 181-281-381-481 Organ MUP 191-291-391-491 Harp MUP 192-292-392-492 Improvisation MUP 193-293-393-493 Composition The following Chamber Music courses are offered for 0.0 credit and fulfill the chamber music/small ensemble requirement for music majors. The courses are also open to nonmajors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 129A/B Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) MUE 143 Jazz Ensemble (0.0/.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. MUE 294 Opera Workshop Experience the process of preparation, rehearsal, and performance of operatic repertoire. (1.0 course) MUE 494 Opera Workshop Experience the process of preparation, rehearsal, and performance of operatic repertoire. (.25 course) Augsburg College 2010-2012 I 189 Music MUP 159 Piano accompanying Professional accompanying/weekly coaching for singers and instrumentalists. Recommended for students preparing recitals, auditions, or special performance projects who would benefit from individualized collaboration and coaching with a professional pianist. MUP fee schedule applies. (see the Music Department Student Handbook) MUS 358 Junior Recital (.0 course) B.M. candidates only. One-half hour recital at repertoire level III for music education majors, one hour recital at level IV for music performance majors. No course credit. Private instructor may request a pre-recital hearing. MUS 458 Senior Recital (.0 course) One-half hour recital at repertoire level III for B.A. or B.S. candidates. No course credit. Private instructor may request a pre-recital hearing. MUS 459 Senior Recital (.0 course) B.M. candidates only. One hour recital at repertoire level IV for Music Education majors, one hour recital at level V for Music Performance majors. No course credit. Private instructor may request a pre-recital hearing. Large Ensembles Please note that only large ensemble participation (Augsburg Concert Band, Augsburg Chamber Orchestra, Augsburg Choir, Masterworks Chorale, Riverside Singers, or Cedar Singers) for credit will satisfy the Liberal Arts Foundation requirements. Large ensemble LAF requirements are fulfilled by participation with 0.25 credit granted each semester for four semesters, to equal 1.0 credit. (A maximum of two credits for large ensemble participation may be used towards graduation requirements.) Transfer students must participate in an Augsburg ensemble during their entire residency. Music majors may choose to take large ensembles for 0.0 or .25 credit, depending on course load/need. Auditions for membership in a large ensemble are scheduled during the first week of each semester or by contacting the ensemble director. 190 MUE 111 Augsburg Choir (0.0/.25 course) MUE 112 Riverside Singers of Augsburg (0.0/.25 course) MUE 114 Masterworks Chorale (0.0/.25 course) MUE 115 Cedar Singers (0.0/.25 course) MUE 121 Orchestra (0.0/.25 course) MUE 141 Concert Band (0.0/.25 course) I Augsburg College 2010-2012 Internships and Independent Study Courses MUS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. MUS 299 Directed Study See description on page 65. MUS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. (MUS/BUS 245 is the prerequisite for MUS/BUS 399 Internship) MUS 498 Independent Study Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. (.5 course) MUS 499 Independent Study/Research See description on page 65. Open only to advanced students upon approval of the faculty. Natural Science Teaching Licensures Natural Science Teaching Licensures The natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Licensure Requirements Broad Base Requirements (also for 5-8 general science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 121 Human Biology and Lab BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology courses are required, along with: Additional science courses required for 5-12 include: PHY 116 Introduction to Physics CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II SCI 106 Meteorology An introductory geology course A grade of 2.0 or above is required for all supporting courses and upper division biology courses applied to the major. Upper division biology requirements must be traditionally graded. A GPA of 2.50 in upper division biology courses is required for all life sciences majors. Post-baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 or BIO 367 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory Augsburg College 2010-2012 I 191 Natural Science Teaching License PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II 192 I Augsburg College 2010-2012 Nordic Area Studies Nordic Area Studies—NAS Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. Coordinator NAS 351 The Modern Nordic Novel Frankie Shackelford Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) Major Eight courses, six of which must be upper division. Minor Four upper division courses. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Languages and Cross-Cultural Studies. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing one of the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) ART 382 Scandinavian Arts (See Department of Art) Internships and Independent Study Courses NAS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. NAS 299 Directed Study See description on page 65. NAS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. NAS 499 Independent Study/Research See description on page 65. Nordic Area Studies Courses Additional course offerings are available through the Scandinavian Urban Studies Term. (See International Studies) Augsburg College 2010-2012 I 193 Norwegian Norwegian See listing under Languages and Cross-cultural Studies. 194 I Augsburg College 2010-2012 Nursing Nursing—NUR The Augsburg Department of Nursing is designed exclusively for registered nurses who want to expand their career opportunities in the healthcare field. The scope of nursing practice is changing and expanding; nurses practice in hospitals, clinics, corporations, parishes, government agencies, schools, and community organizations, or in their own private practices. Wherever they work, nurses provide comprehensive health care for persons, groups, and communities comprised of diverse cultures and socioeconomic levels throughout the life span. The bachelor’s degree equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. The nursing program at Augsburg also provides educational opportunities to increase skills in critical thinking, clinical investigation, and decision-making in preparation for challenging new nursing positions in emerging care systems. Augsburg’s nursing program, which leads to a bachelor of science degree with a major in nursing, is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. ing courses from another institution to meet requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to their course requirements to fulfill each of these graduation skills. The program has been planned so that courses in the nursing major can be completed over 15 months (full-time study, two courses per term) with a summer break; however, students may pursue their studies at a slower and more flexible pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take nonnursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN admissions staff in the Adult and Graduate Admissions Office for program planning. Departmental Honors Degree and Major Requirements Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regarding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/ no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 61. Major Admission to the Nursing Major Nursing Faculty Cheryl Leuning (Chair), Magdeline Aagard, Marty Aleman, Katherine Baumgartner (Coordinator BSN program in the Minneapolis/St. Paul), Joan Brandt, Ruth Enestvedt, Joyce Miller, Sue Nash (Coordinator BSN program in Rochester), Joyce Perkins, Pauline Utesch, Kathleen Welle (Coordinator of Augsburg Central Nursing Center) Seven courses including: NUR 300 NUR 305 NUR 306 NUR 403 NUR 410 NUR 411 NUR 490 Trends and Issues in Nursing Communication Paradigms in Nursing Families and the Life Cycle Community Health Nursing I Community Health Nursing II Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the nursing major and are met by completing the major. Students petitioning to transfer in upper division nurs- In addition to meeting admission requirements for Augsburg College, admission to the nursing major requires the following: • Completed application • Cumulative GPA of 2.5 or higher in the basic nursing program • Unencumbered RN license – must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major • Evidence of HIPAA training • Up-to-date immunization records • Federal criminal background check Special conditions: • Students may be provisionally admitted to the bachelor of science in nursing program at Augsburg due to a cumulative GPA of less than 2.50 in their basic nursing program. Full admission to the program requires students to achieve Augsburg College 2010-2012 I 195 Nursing a GPA of 3.00 or better in two liberal arts courses at Augsburg. • Students may apply to Augsburg College prior to completion of their degree program provided all admission requirements are met prior to enrolling to Augsburg. Credit for Previous Nursing Courses Registered Nurses (RNs) transferring into Augsburg College’s BSN Completion program will be granted six (6) course credits (24 semester credit hours) in recognition of their previous lower division nursing coursework if the following standards are met: • Prior nursing education in the United States is taken in an Associate Degree in Nursing (ADN) program or a Diploma in Nursing program. Both must be a state board-approved program. • Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Service (WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Students who change their major and transfer out of the B.S. in Nursing completion program will lose the six-credit block grant and their transfer credit evaluation will be reassessed. The six credit block grant will be applied toward a Bachelor of Science degree in Nursing only. campus; at United, Mercy, Unity, and Children’s Hospitals in St. Paul, Coon Rapids, and Fridley, Minn.; and in Rochester, Minn. Nursing Courses NUR 300 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment, ENL 111 or 112 or HON 111.) NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. (Prereq.: NUR 300 or concurrent enrollment.) NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or consent of instructor.) NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq.: Math Placement 3 or MAT 105, completion of NUR 300-level courses.) Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and parttime sequential alternatives for pursuing a nursing degree. Nursing courses at Augsburg are available evenings and weekends. Nursing classes usually meet on alternate weekday evenings for three-to-four-hour time blocks. Clinical practicum requirements usually occur on weekdays. Optional immersion practicums abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis 196 I Augsburg College 2010-2012 NUR 411 Community Health Nursing II Provides clinical experience in communitybased health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq.: NUR 410) NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, Nursing accountability, and advocacy in the leadermanager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) See description on page 65. Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and 48 clinical practicum hours. Augsburg College 2010-2012 I 197 Philosophy Philosophy—PHI Philosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, it is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, religious ministry, or journalism. Philosophy Faculty Markus Fuehrer (Chair), David Apolloni, Bruce Reichenbach Degree and Major Requirements Philosophy Major overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for course listing. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. Philosophy Courses PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. (Prereq.: Pass CT assessment of GST 100) Eight courses including: PHI 230 or PHI 385 Logic Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science 198 I Augsburg College 2010-2012 PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students learn about the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Philosophy PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. (Prereq.: MPG3 and pass CT assessment or GST 100) PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Prereq.: ENL 111 or 112 or HON 111. Suggested prior course: PHI 241. Spring) PHI 344 History of Philosophy IV: 20th-21st Century Philosophy The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? (Prereq.: Pass CT assessement or GST 100) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of knowing, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 260 Philosophy and the Arts PHI 370 Existentialism Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. (Prereq.: Pass CT assessment or GST 100) Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-the-world and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 343 History of Philosophy III: Early Modern and 19thCentury Philosophy We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, Augsburg College 2010-2012 I 199 Philosophy and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 388 Seminar in Philosophy This course focuses on one philosopher, one philosophical writing, and/or on one topic in philosophy. Students work on preparing an indepth thesis paper on some aspect of the course through discussion of the course material. Short lectures are used to introduce students to the material followed by discussion and debate to move students into the depths of the material. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor, and ENL 111 or 112 or HON 111. Offered annually) PHI 490 Keystone This course integrates the student’s general education experience with an overview of specific philosophical ideas. Internships and Independent Study Courses 200 PHI 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. PHI 299 Directed Study See description on page 65. PHI 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. PHI 499 Independent Study/Research See description on page 65. I Augsburg College 2010-2012 Physical Education Physical Education See listing under Health, Physical Education, and Exercise Science. Augsburg College 2010-2012 I 201 Physics Physics—PHY Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from subatomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the pre-engineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David Murr, Ben Stottrup, David Venne, Kevin Landmark Physics Research Staff Jennifer Posch 202 I Augsburg College 2010-2012 Degree and Major Requirements Bachelor of Arts Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II MAT 245, 369 Calculus III and Modeling and Differential Equations in Biological and Natural Sciences or MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: COM 111, COM 115, or MAT 201 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245, 369 Calculus III and Modeling and Differential Equations in Biological and Natural Sciences or MAT 245 Calculus III PHY 327 Special Functions of Mathematical Physics Physics Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Physics Courses PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) Bachelor of Science Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring) A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3) Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one threehour laboratory. Prereq.: SCI 110) Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. PHY 114 Earth Science for Elementary Education Teachers A practical and hands-on approach to earth and space science for students admitted to the Augsburg College 2010-2012 I 203 Physics elementary education program. Topics covered include the solar system and the origin of Earth; the structure of Earth including plate tectonics, earthquakes, volcanoes, and minerals and rocks; the hydrologic cycle and the effect of water on the planet; and the changing climate of Earth. (Two three-hour laboratory/lecture periods. Prereq.: elementary education major and MPG 3. Fall, spring) 204 PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111 or 112 or HON 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three I Augsburg College 2010-2012 one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), and functions of a complex variable. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY 327, and pass CT assessment or GST 100. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 369 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 369 or PHY 327. Spring) Physics PHY 395 Comprehensive Laboratory I Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor and ENL 111 or 112 or HON 111. Fall) (.5 course) PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor, and ENL 111 or 112 or HON 111. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three onehour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses PHY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. PHY 299 Directed Study See description on page 65. PHY 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. PHY 499 Independent Study/Research See description on page 65. Open to juniors and seniors with departmental approval. Augsburg College 2010-2012 I 205 Poltical Science Political Science—POL Firmly grounded in the liberal arts tradition, political science shares concerns with the humanities, other behavioral sciences, and mathematics and the sciences. The role and significance of authority in human affairs establish the focus of political science. Augsburg political science students have the benefit of an experienced faculty that offers courses in all major areas of political science, and also possesses special expertise in the areas of campaigns and elections, comparative and international politics, mass communications and other information technolgoy, racial and ethnic politics, and American public law. Political scientists use systematic inquiry and analysis to examine political reality. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will be encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Joseph Underhill (Chair), Andrew Aoki, Sarah CombellickBidney, Milda Hedblom, Elizabeth Klages, Norma Noonan Degree and Major Requirements Political Science Major Ten courses: POL 158 POL 483 POL 484 Political Patterns and Processes Political/Statistics/Methodology Political Analysis Seminar Required elective—one of the following: POL 121 POL 122 POL 160 POL 170 American Government and Politics Metropolitan Complex World Politics Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count 206 I Augsburg College 2010-2012 for an upper division area. Also one other political science course in any area, upper or lower division. The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: S: POL 325, POL 326, or POL 380 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science Major: 11 courses required Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives—five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science Major: 11 courses required. Six Specific Courses: ECO 112 or 113 POL 121 or 122 POL 325 OR 326 POL 399 (internship must be approved by political science adviser) ECO 490, POL 483, or SOC 362 (only one can be used for this requirement) POL 484 One Course from the Following: POL 121 POL 122 POL 124 POL 140 POL 158 POL 160 POL 170 Political Science Four Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 370 POL 371 POL 381 POL 421 POL 461 ECO 312, 313, 413 (only one of these can be used for this requirement) SOC 381 Notes 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. 4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses required in Section III. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upper-division courses in three out of five political science areas. POL 483 may not usually be used for a minor. POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor: Six courses required Three Specific Courses: POL 121 or 122. POL 325 OR 326 POL 399 (internship must be approved by adviser) Three Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 381 POL 421 POL 461 ECO 312, 313, or 413 SOC 381 Notes 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: POL 121 POL170 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Two of the following three courses: Education Courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 ESE 310 Pre-Law Minor: six courses required Four Required Courses: Two Electives: Two courses from the choices below: POL 350 POL 370 ECO 112 EDC 200 Orientation to Education (required for licensure) 5-12 Methods: Social Studies — Capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Augsburg College 2010-2012 I 207 Poltical Science Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) Political science Courses I. American Government and Politics 208 POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 121 American Government and Politics Surveys major parts of American national government—including Congress, the presidency, and the courts—as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex POL 370 Constitutional Law Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. I Augsburg College 2010-2012 POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) II. Comparative Politics and Analysis POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and Political Science processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence and ENL 111 or 112 or HON 111) IV. Public Law POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) III. International Politics POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 368 Model United Nations This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. (Prereq.: POL 160 or equivalent and consent of instructor.) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. Political Theory and Analysis POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) Augsburg College 2010-2012 I 209 Political Science POL 282 Understanding Asian America POL 299 Directed Study Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. See description on page 65. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor and ENL 111 or 112 or HON 111) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158 and two upper division courses, or consent of instructor) VI. Seminars, Independent Study, and Internships POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. (Prereq.: MPG 3) POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses 210 POL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. P/N grading unless internship supervisor grants exception. I Augsburg College 2010-2012 POL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. POL 499 Independent Study/Research See description on page 65. Psychology Psychology—PSY Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty David Matz (Chair), Grace Dyrud, Stacy Freiheit, Lisa Jack, Bridget Robinson-Riegler, Nancy Steblay, Henry Yoon, Paloma Hesemeyer Degree and Major Requirements Major The major is 10 courses Foundations of Psychology PSY 105 PSY 215 PSY 315 Principles of Psychology Research Methods and Statistics I Research Methods and Statistics II At least one course from the following: PSY 325 PSY 354 PSY 355 Social Behavior Cognitive Psychology Biopsychology At least one course from the following: PSY 491 PSY 493 Advanced Research Seminar Seminar: Contemporary Issues Professional Perspectives (two courses) PSY 399/396 Internship At least one course from the following: PSY 201 PSY 263 Health Psychology Sports Psychology PSY 357 PSY 359 PSY 373 PSY 385 PSY 410 Behavioral Analysis Assessment Industrial/Organizational Psychology Counseling Psychology Clinical Neuropsychology Electives (three courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses; no more than 13 course credits can count for graduation. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, and 499 may be counted. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved in writing by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. All psychology majors must have an adviser in the psychology department. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The Augsburg College 2010-2012 I 211 Psychology intent of the social psychology concentration is to provide students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Students will participate in internship and research experiences specific to their social psychology interest. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Departmental Honors Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) GPA of 3.00 in the major and 3.50 overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 299, 399/396, and 499 may be counted. Psychology Courses 212 PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods and Statistics I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status; pass CT assessment or GST 100) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. (Prereq.: PSY 105) I Augsburg College 2010-2012 PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq.: PSY 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. (Prereq.: PSY 105) Psychology PSY 315 Research Methods and Statistics II PSY 373 Industrial/Organizational Psychology Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher and ENL 111 or 112 or HON 111) The theoretical and applied study of organizations. Topics include: the individual, group and organizational structure/process and change. (Prereq.: PSY 105) Historical Perspectives Social Behavior PSY 381 PSY 325 Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with consent of instructor) Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with junior standing) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decision-making, and language. (Prereq.: PSY 215, or PSY 105 with consent of instructor) PSY 385 Counseling Psychology Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215, or PSY 105 with consent of instructor) PSY 390 Special Topics in Psychology Specific topic will be published prior to registration; e.g., Individual Differences, Evolutionary Psychology. (Prereq.: PSY 215, or PSY 105 with consent of instructor) Clinical Neuropsychology Behavior Analysis PSY 410 PSY 357 Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215, or PSY 105 with consent of instructor, and ENL 111 or 112 or HON 111) The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215, or PSY 105 with consent of instructor) PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq.: Psy 215) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary, Augsburg College 2010-2012 I 213 Psychology theoretical, professional, and social policy issues from a psychological viewpoint. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses PSY 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. (Prereq.: PSY 105 and one other psychology course). PSY 299 Directed study See description on page 65. (Prereq.: PSY 105) PSY 399/396 Internship 214 See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. Weekly class meetings are required for this course. PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. The internship satisfies the Keystone requirement. (Prereq.: PSY 315 and ENL 111 or 112 or HON 111) PSY 499 Independent Study/Research See description on page 65. (Prereq.: PSY 315) I Augsburg College 2010-2012 Religion, Youth and Family Ministry Religion, Youth and Family Ministry—REL, YFM In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own religious beliefs and those of their neighbors, gain a broader view of the role of faith in public life, and better understand our global context. As an academic discipline, religion probes many of life’s critical questions: • Who are we as human beings and where did we come from? • Why do bad things happen? • How can we live meaningful lives? • What happens after we die? • How do our values shape our choices? • What is our responsibility to others? • What texts are sacred and how should we read them? • How can we encourage cooperation and respect among people of different faiths? Students begin their search for meaning in the AugCore courses REL 100, 200, or 300. Here they learn to articulate their own beliefs and understand that what they believe really matters. Students engage in a close reading of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social issues. They also explore their own gifts and how they might be used in service of the broader community as they pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in religion, which offers a wide range of courses in theology, biblical studies, and world religions. As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in dialog with Christians from all denominations, with people who practice other faith traditions, and with those who claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and learn from one another and to think critically about matters of faith and reason in our lives together. General Requirements Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Graduation Requirements Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma, Karl Jacobson, Matthew Maruggi, Jeremy Myers Augsburg College 2010-2012 I 215 Religion Religion—REL A religion major provides a strong foundation in the liberal arts and prepares students for professional work and graduate studies in a wide range of fields. Since the major requires only eight courses, students are encouraged to double-major in a related field. Students considering seminary should attend two Bible courses, and one course in theology or church history. Students planning on graduate studies in Religion ought to complete one Bible course, a world religions course, and the Philosophy of Religion course. A religion major also provides strong preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The major prepares students to think critically, read analytically, write clearly, and speak confidently, skills that make our graduates attractive to graduate schools. Religion Courses REL 100 Christian Vocation and the Search for Meaning I This introductory course will explore some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. Degree and Major Requirements Bachelor of Arts Religion Major Eight courses including: Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 200 REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100, 111, 221, 300, or 331; also ENL 111 or 112 or HON 111) Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230 S: REL 302, 386 or consult with your adviser for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. REL 206 Apostles of Hope This course will explore how Israel adapted, resisted, fractured into sects, and was crushed in revolt (70-73 AD/CE) in the crucible of the Greek and Roman empires. Why was Jesus of Nazareth seen both as a sign of Israel’s hope and a threat in Roman Judea? How did the apostolic movement bring its irrepressible hope in God into the nations, religions, philosophies, and languages of the Roman order? Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in youth and family ministry (YFM) may count toward the religion major or minor. 216 I Augsburg College 2010-2012 REL 210 Research Methods in Religion An introduction to the study of the main disci- Religion plines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 Interpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and pass CT assessment or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Taught in Mexico during spring semester program. REL 320 Buddhism and Christianity in Thailand An examination of Buddhism and the interface of Buddhism and Christianity in Thailand, with attention to the plurality of religions, the role of Christian mission, and religious responses to some of Thailand’s contemporary problems such as AIDS and the sex industry. Short-term travel seminar. REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Denominations and Religious Groups in America A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Martin Luther and the Reformation An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. Special attention to the rise of religious liberty, revivalism, denominations, and the responses of religion to the challenges of its environing culture. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between Augsburg College 2010-2012 I 217 Religion theology and social/political transformation. (Prereq.: Pass CT assessment or GST 100) 218 REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 378 Medieval Church REL 472 Paul the Apostle (See description under HIS 378) A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and pass CT assessment or GST 100) REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. REL 405 Christensen Scholar Seminar I This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) (.5 course) REL 406 Christensen Scholar Seminar II This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. (.5 course) REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. I Augsburg College 2010-2012 REL 475 REL 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Religion (Prereq.: REL 210 and ENL 111 or 112 or HON 111) Internships and Independent Study Courses REL 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. Limited to special cases. REL 299 Directed Study See description on page 65. REL 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. REL 499 Independent Study/Research See description on page 65. For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society Augsburg College 2010-2012 I 219 Youth and Family Ministry Youth and Family Ministry—YFM Youth and Family Ministry Major In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site field work. A youth and family ministry minor is also offered. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Course Maximums A student majoring in YFM may take apply up to 15 courses from the religion department toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL 300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course or the Christensen Scholar Seminar. Contemporary Theology Religion Keystone Youth and family ministry core (4 courses): YFM 208 YFM 209 YFM 235 YFM 305 YFM 358 YFM 399 Vocational Formation I [required non-credit experience] Vocational Formation II [required noncredit experience] Foundations for Ministry with Youth and Families Ministry Practices Life and Work of the Church Internship Youth and family ministry electives (2 courses): YFM 205 Exploring Topics in Youth and Family Ministry (students will choose two topics courses from a list of 0.5 credit courses) One REL or YFM course from the following list: YFM 232 YFM 316 REL 343 REL 345 REL 353 REL 356 REL 357 REL 425 Peer Ministry Church and Culture in Context Theology of Marriage and Family The Lutheran Heritage (required for A.I.M. certification) Denominations and Religious Groups in America World Religions Giants of Christian Faith Christian Spiritual Practices And three supporting courses: SOC 231 Family Systems: A Cross-Cultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor Associate in Ministry (A.I.M.) The minor consists of the following five courses: Course work completed with the major fulfills part of the requirements for Associate in Ministry (A.I.M.) status within the Evangelical Lutheran Church in America. Students interested in A.I.M. certification should consult with their home synod and with a YFM adviser no later than their second year. YFM 235 Youth and Family Ministry Major Fourteen courses including: Theology core (6 courses): REL 210 REL 301 REL 302 REL 362 220 REL 481 REL 495 Research Methods in Religion Interpreting the Old Testament Interpreting the New Testament Martin Luther and the Reformation I Augsburg College 2010-2012 Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 YFM 358 Ministry Practices Life and Work of the Church One Bible survey course from: REL 301 REL 302 Interpreting the Old Testament Interpreting the New Testament One theology course from: REL 362 Theology of the Reformers REL 481 Contemporary Theology and one course from the theology core, YFM core, or YFM electives as listed in the major. Youth and Family Ministry Youth and Family Ministry Courses REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course) Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as Outdoor Ministry, Service Learning, Program Administration and Planning, Youth Culture and Religion, Communications, Media, Music and Ministry, and Ministry with Youth on the Margins. YFM 208 Vocational Formation I A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. faithful ministry might look like in a specific location. YFM 305 Ministry Practices This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. (Prereq.: YFM 235) YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. (.0 course) YFM 209 Vocational Formation II A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. (Prereq.: YFM 208) YFM 358 Life and Work of the Church This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “post-modern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235) (.0 course) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Foundations for Ministry with Youth and Families An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what YFM 399 Internship The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. (Prereq.: YFM 235 and YFM 305 or 358) Augsburg College 2010-2012 I 221 Scandinavian Studies Scandinavian Studies See Nordic Area Studies. 222 I Augsburg College 2010-2012 Social Studies Teaching Licensure Social Studies Teaching Licensure Students preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics ESE 220 Introduction to Human Geography HIS 120 America to 1815 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society ANT 141 Cultural Anthropology Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Anne Kaufman for details. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Augsburg College 2010-2012 I 223 Social Work Social Work—SWK Students in social work are preparing to engage in professional practice with individuals, families, groups, communities, and organizations. Students learn to become skilled at designing change strategies with clients that promote individual change, social justice, and empowerment. The curriculum includes classroom instruction, agency practicum, social work skills development, history of social work and social welfare in the United States, analysis of social welfare policy, and social science research. In and out of the classroom, students study privilege and oppression and engage with diverse communities. In the end, our students are prepared to practice in multi-cultural settings. Those graduating with a social work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the baccalaureate and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” One example of this motto in action is the extensive service learning and practica assignments embedded in the social work curriculum. Students begin service learning early in their major and engage in over 400 hours of agency based training, supervised by licensed social workers. The Twin Cities offers a variety of innovative and professional programs and agencies. Students are encouraged to train with and learn from these local, regional, and national leaders in social work. Social Work Faculty Nancy Rodenberg (Chair), Anthony Bibus, Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Francine Chakolis, Ankita Deka, Christina Erickson (Fields Education Coordinator), Annette Gerten (BSW Field Coordinator), Barbara Lehmann (BSW Program Director), Glenda Dewberry Rooney, Michael Schock, Maryann Syers, Kelly Knochel Degree and Major Requirements The B.S. degree consists of ten upper level courses and a total of seven supporting courses. Social work courses that are also open to non-majors are designated with an asterisk. Global Peace and Social Development* Select one of these four courses: ECO 112 POL 121 POL 122 POL 325 Principles of Macroeconomics American Government and Politics Metropolitan Complex Politics and Public Policy Take these four courses: BIO 121 PSY 105 SOC 121 SWK 280 Human Biology and Lab Principles of Psychology Introduction to Human Society Diversity and Inequality in Professional Practice* Select one of these two courses: SOC 362 MAT 163 Statistical Analysis Introductory Statistics GPA Requirements for degree completion After admission to the program a minimum grade of 2.0 is required for each upper level course and a 2.00 cumulative GPA is required in the supporting program. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and ECO 112, MAT 163, or SOC 362. Pass/No Credit Maximums for Majors All social work majors must take their upper level courses with traditional grading. Social work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation, as are other majors. Students seeking Latin and Department Honors may only take two P/N credits. (See Latin Honors for additional details.) Major Courses Ten upper level courses: SWK 301 SWK 303 SWK 306 SWK 307 SWK 316 SWK 317 SWK 401 SWK 406 History and Analysis of Social Policy* Human Development and the Social Environment* Social Work Practice 1: With Individuals Field Work 1: Integrative Seminar Social Work Practice 2: With Families and Groups Field Work 2: Integrative Seminar Social Work Research and Evaluation Social Work Practice 3: With Communities and Policies* Field Work 3: Integrative Seminar Field Work 4: Integrative Seminar The Supporting Courses SWK 407 SWK 417 Select one of these three courses: Social Welfare Minor SWK 100 SWK 210 224 SWK 230 Introduction to Professional Social Work* Environmental Justice and Social Change* I Augsburg College 2010-2012 (for other majors) Social Work The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to incorporate some social welfare perspectives to their chosen career. Six courses including: SWK 100 SWK 303 SWK 301 SWK 406 SOC 265 Introduction to Professional Social Work Human Development and the Social Environment History and Analysis of Social Policy Social Work Practice 3: With Communities and Polices Race, Class, and Gender And one course from: POL 121 American Government and Politics POL 158 Political Patterns and Processes POL 325 Politics and Public Policy No credit for non-academic work In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Social Work Courses Social Work Entry Level Courses The social work major offers three ways to begin the B.S. degree: SWK 100 is for those students interested in the profession, SWK 210 is for students more interested in policy and advocacy, and SWK 230 is for students interested in international social work and global issues. All three courses are equal as introductions to the major. All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency, program or institution. The placement is selected by the student, approved by the course instructor, and supervised by agency staff. These courses are also open to non-majors. SWK 100 Introduction to Professional Social Work This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Admission to the Major Students must apply to be admitted to the degree program in social work. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The candidacy application is completed in the spring term of the sophomore year or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the social work program before beginning the first field practicum in the junior year. Social work majors must have a cumulative 2.20 GPA to enter the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may subsequently be considered for conditional admission. Admission to the program is required as a pre-requisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social Work Department for details. SWK 210 Environmental Justice and Social Change This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. (Elective credit) SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. (Elective credit) Departmental Honors The social work department offers students the opportunity to earn Departmental Honors through the completion of an applied or scholarly project. Students may apply for Departmental Honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/N (pass/no credit) and must complete a minimum of 14 traditionally graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with your adviser or program director for complete details and deadlines. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Augsburg College 2010-2012 I 225 Social Work Course Sequence and Concurrency Social work upper level courses are taught in a two-year sequence. Courses are taught once a year. The courses in the chart below must be taken together during the same term: 226 SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing and pass CT assessment or GST 100) SWK 303 Human Development and the Social Environment Students will focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction between individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, and differing physical or mental abilities, and the relationship between diverse statuses and the social environment. SWK 306 Social Work Practice 1: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. (Coreq.: SWK 307) SWK 307 Field Work 1: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of I Augsburg College 2010-2012 120 hours of supervised practice in the fall term. (Coreq.: SWK 306) SWK 316 Social Work Practice 2: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. (Prereq.: SWK 306, 307, and ENL 111 or 112 or HON 111. Coreq.: SWK 317) SWK 317 Field Work 2: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (Coreq.: SWK 316) SWK 401 Social Work Research and Evaluation This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. (Prereq.: MAT 163 or SOC 362, MPG 3) SWK 406 Social Work Practice 3: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Coreq.: SWK 407) SWK 407 Field Work 3: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (Coreq.: SWK 406) Social Work SWK 417 Field Work 4: Integrative Seminar This course is the Social Work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Internships and Independent Study Courses SWK 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study See description on page 65. SWK 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. SWK 499 Independent Study/Research See description on page 65. Augsburg College 2010-2012 I 227 Sociology Sociology—SOC Sociology is the scientific study of society as a whole and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, an understanding of how it affects them in their daily lives, and how it can be applied to their vocation. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select study abroad, internships, independent study, and field studies as electives. The department urges students to use Augsburg’s metropolitan setting as a laboratory for learning. Internships and service learning enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in research, law, management, and human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as the ministry, social work, urban planning, and human services. Sociology Faculty Tim Pippert (Chair), Lars Christiansen, Nancy Fischer, Garry Hesser, Diane Pike, James Vela-McConnell Degree and Major Requirements Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students. The remaining electives allow students to choose courses that add other skills related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core major: SOC 121 SOC 362 228 Introduction to Human Society Statistical Analysis I Augsburg College 2010-2012 SOC 363 SOC 485 SOC 490 Research Methods Sociological Theory Senior Seminar At least three of the following upper-division courses (Prereq.: SOC 121): SOC 320 SOC 349 SOC 375 SOC 377 SOC 381 SOC 387 SOC 390 SOC 399 Sociology of Law Sociology of Organizations Social Psychology Organizational Crime and Deviance City and Metro-Urban Planning Juvenile Delinquency Social Problems Analysis Internship Two additional sociology electives Note: Majors must have a 2.0 or better in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the major. The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers Interest Tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor and following the guidelines and recommendations provided at the links below, sociology majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an Interest Track should discuss this with their adviser or the Sociology Department Chair. A full description of each Interest Track may be found at the Sociology Department website http:// www.augsburg.edu/home/sociology/Sociology/Overview.html. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. Sociology See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor 20th century U.S. history recommended, but not required. Fall, Spring) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have a 2.0 or better in SOC 121 and at least a 2.00 GPA in courses counting toward the minor. Sociology courses SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 222 Office Space: The Sociology of Work Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall) SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 266 Sociology of Sexualities What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. (Spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Topics include: Patterns of crime, theories to explain crime, analysis of the police, the courts, and the correctional system. SOC 290 Cultures of Violence Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. (Fall) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or consent of instructor) SOC 320 Sociology of Law How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, Augsburg College 2010-2012 I 229 Sociology race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. (Prereq.: SOC 121 or consent of instructor. Fall) 230 SOC 349 Sociology of Organizations What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. (Prereq.: SOC 121 or consent of instructor, pass CT assessment or GST 100, and ENL 111 or 112 or HON 111. Spring) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall/Spring) of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 111 or 121 or consent of instructor. Spring) SOC 387 Juvenile Delinquency Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Spring of alternate years) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq.: SOC 121 or consent of instructor. Spring of alternate years) SOC 363 Research Methods SOC 485 Sociological Theory Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor and ENL 111 or 112 or HON 111. Fall/Spring) An examination of the classical theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two upper division courses in sociology, SOC 121 or consent of instructor, and pass CT assessment or GST 100. Fall) Senior Seminar and Keystone Social Psychology SOC 490 SOC 375 How does society construct the individual? How does the individual construct society? This course examines individual identity within the social context of symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall) This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the value of sociology beyond college, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Prereq.: SOC 485. Spring) SOC 377 Organizational Crime and Deviance The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate years.) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to urban planning and the shaping I Augsburg College 2010-2012 Internships and Independent Study Courses SOC 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. SOC 299 Directed Study See description on page 65. SOC 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. Sociology SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 111 or 121 and/or consent of instructor. Fall and Spring) SOC 499 Independent Study/Research See description on page 65. (Prereq.: SOC 121, consent of instructor and department chair. Fall and Spring) Augsburg College 2010-2012 I 231 Spanish Spanish See listing under Languages and Cross-cultural Studies. 232 I Augsburg College 2010-2012 Theatre Arts Theatre Arts—THR The study of theatre is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars by encouraging connections between our campus and the greater arts community, while also exploring connections between theory and application. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students), and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to theatre training, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for successful careers in law, education, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare students for graduate school or the workplace, the department encourages a second major or minor in such fields as art, English, education, film, music, history, sociology, or religion. Theatre Arts Faculty Darcey Engen (Chair), Michael Burden (Production Program Director), Martha Johnson, Sarah Myers, David DeBlieck, Karen Mulhausen, Sandy Schulte, Warren C. Bowles, Adriene Heflin, Randy Winkler Degree and Major Requirements Bachelor of Arts The Theatre Arts Department currently has three concentrations within the major: performance, directing/dramaturgy, and theatre design/technical theatre. Each concentration consists of the Theatre Core Curriculum supplemented by electives specific to each concentration. Graduation Skills for Each Concentration The theatre arts department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145, MAT 146, or PHY 119. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Theatre Arts Major Eight core courses for each concentration: THR 228 THR 232 THR 245 THR 250 THR 328 THR 361 THR 362 THR 366 Introduction to Stagecraft Acting Introduction to Asian and Asian American Theatre Script Analysis: Foundations of Theatre Theatrical Design Theatre History and Criticism I Theatre History and Criticism II Stage Direction Performance Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and/or professional work as performers. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the performance concentration are encouraged to consult with their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses — eight required core courses and two courses chosen from THR Performance Concentration electives, plus 10 theatre practicum units taken as THP courses. Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 365 Advanced Acting Ten production practicum units (THP)— See Practicum Units Directing/Dramaturgy Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies in theatre (MA/PhD and MFA) and/or professional work as a director or dramaturg. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses Augsburg College 2010-2012 I 233 Theatre Arts identified as concentration specific electives. Students in the Directing/Dramaturgy concentration are encouraged to consult with their adviser when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Ten THR courses--eight required core courses and two electives chosen from two categories of courses Plus 10 theatre practicum units taken as THP. Electives: Select and complete one (1) of the following courses: ENL 330 ENL 338 ENL 358 ENL 368 NAS 352 Shakespeare Readings in British and Commonwealth Drama Readings in American Drama Readings in World Drama Modern Nordic Drama Select and complete one (1) of the following courses: THR/ENL 325 Playwriting ENL 221 Expository Writing about the Arts and Popular Culture Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one Main-Stage Show Technical Design/Technology Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies in theatre (MA/PhD and MFA) and/or professional work as a theatre designer or technician. Students choosing this concentration will enroll in the eight core theatre major classes taken by all theatre majors and will supplement the core with at least two electives from the Art Department. Students in the emphasis are strongly encouraged to also take an Independent Study in their area of focus and to do a professional internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses--eight required core courses and two electives chosen from ART electives, plus 10 theatre practicum units taken as THP. One Elective from: ART 107 THR/ART 265 Drawing Computer Drafting for Theatre and Architecture THR/FLM 230 Scene Painting One Elective from: ART 240 Art History Survey ART 243 or 244 History of Architecture Optional Supporting Courses THR 299 Directed Study THR 399 Internship THR 499 Independent Study in Theatre 234 I Augsburg College 2010-2012 Curricular Planning Information First-years planning to major in theatre arts should begin with courses THR 228, 232, or 250; sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, or 365; seniors THR 365, 366. Note: Some courses are offered alternate years only. Incoming students should meet in the fall of the first year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or even year of entry. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.75 GPA in the major and a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project. Transfer Students Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of theatre core classes should however be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper division theatre arts courses. Ten practicum units are also required, five of which need to be completed within the department. Transfers must also complete a minimum of five THP credits within the department. No more than five units can be credits from other schools. Theatre Arts Minor Five courses including: THR 250 Script Analysis: Foundations of Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 362 Theatre History Criticism II THR 366 Stage Direction The theatre arts minors also must complete five practicum units. Students must take a minimum of one performance unit and a minimum of three production units. Refer to the practicum categories listed below the curriculum concentrations. Theatre History and Criticism Dramaturgy Minor Five courses: THR 250 THR 325 THR 361 THR 362 THR 299 or THR 299 Script Analysis: Foundations of Theatre Playwriting Theatre History Criticism I Theatre History Criticism II Directed Study in Dramaturgy Directed Study in Theatre History and Critcism Theatre Arts Theatre Arts Courses and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. THR 228 Introduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the theatre department’s fall production. Open to all students. Forty-hour lab requirement. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for non-majors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Students will be required to pay for theatre production tickets. FLM 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THR 222 Introduction to Theatre Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. THR 226 Movement for the Theatre A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory THR/FLM 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays in artistry of theatre and film. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in a final performance. Students attend and review local professional productions. THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course Augsburg College 2010-2012 I 235 Theatre Arts includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theatre productions required. Students will be required to pay for theatre production tickets. THR 250 Script Analysis: Foundations of Theatre This foundations class focuses on major principles and fundamentals of theatre literary analysis and research and uses performance, discussion, writing, and projects as ways to interpret a dramatic script for academic and artistic applications. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply basic terminology for literary and artistic purposes. Each student will execute four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty-hour lab required, materials needed. (Prereq.: THR 228, junior or senior status) THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR/ART 265 Computer Drafting for the Stage and Architecture Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. THR 270 Black Theatre Introduction to Black Theatre is an examination of the principles, major movements, and fundamentals of theatre by and about Black Americans. It examines the historical, political, and cultural context of Black Theater. This course will focus on and provide an overview of Black Theatre utilizing plays written by Black American playwrights. FLM 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: FLM 216) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the French Neoclassical period. Reading of plays, writing a research paper, and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the English Restoration through contemporary performance. Readings of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Fall: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism, restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq.: THR 250, THR 232, THR 362 or consent of instructor, and pass CT assessment or GST 100. Fall/Spring) THR/ENL 325 Playwriting 236 An introductory course in writing for theatre and performance. Students will learn the basics of dramatic structure, character development, and theatrical languages as well as techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or HON 111, and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended. Alternate years) THR 328 Theatrical Design Introduction to the design process for the stage. I Augsburg College 2010-2012 THR 366 Stage Direction A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the Theatre Arts overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362, or consent of instructor) FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 241 and junior/senior standing) THR 495 Theatre Topics Selected topics in theatre. Internships and Independent Study Courses THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. THR 299 Directed Study See description on page 65. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. THR 499 Independent Study/Research See description on page 65. registrar’s office Please note: • All majors will complete at least one THP 123 unit in costumes. • All majors will complete one THP 113 in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. Theatre Practicum Courses–Areas All theatre arts majors in all concentrations are required to complete 10 practicum units (THP) from the three established units. Area One: Performance THP 111/121/131/141/151 Theatre Practicum: Acting/Performance 1 Practicum unit (.0 course) Theatre Practicum Courses THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts major/minor. All THP theatre practicum courses are taken for non-credit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent and signature of instructor • Supervision by theatre faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). Area 1 Performance Each major will complete between one and five THPs from the performance area. The Performance Area THPs are: THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area Two: Production THP 113/123/133 Theatre Practicum: Set, Costumes, Lights 1 Practicum unit (.0 course) Set or costume building, light hanging, for main stage production. Augsburg College 2010-2012 I 237 Theatre Arts THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.0 course) Work on running crew for main stage production: light or sound board operation, dresser/ costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Practicum: Stage Management–small project 2 Practicum units (.0 course) Assistant stage management for main stage production. THP 116/126/136 Theatre Practicum: Stage Management–large project 3 Practicum units (.0 course) Stage management for main stage production. Area 2 Production Each major will complete between four and eight THPs from the performance area. The Production Area THPs are: THP 112, 122 or 132 House Management THP 113, 123 or 133 Set, Lights, Costumes Crew THP 114, 124 or 134 Running Crew THP 115, 125 or 135 Assistant Stage Manager THP 116, 126 or 136 Stage Manager THP 115, THP 125 and THP 135 Stage Manager–small project counts as two units THP 116 ,THP 126 and THP 136 Stage Manager–large project counts as three units. Area Three: Artistic/Production Management THP 117/127/137 Theatre Practicum: Artistic Assistance 1 Practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project. Area 3 Artistic/Production Management Each major will complete one THP from this area. The Artistic/Production Management Area THPs are: THP 117 Fall Artistic/Production Assistance THP 127 Winter Artistic/Production Assistance THP 137 Spring Artistic/Production Assistance Please note that all theatre practicum courses count as one theatre practicum unit except for the following because of exceptional time requirements: 238 I Augsburg College 2010-2012 Urban Studies Urban Studies See Metro-Urban Studies. Augsburg College 2010-2012 I 239 Women’s Studies Women’s Studies—WST The women’s studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Jessica Nathanson (Coordinator), Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Sarah Combellick-Bidney, Cass Dalglish, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements met by completing GST 200. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 485 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in women’s studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College that governs Century College students with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. Women’s Studies Courses WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 Topics in Women’s Studies Major Ten courses that must include WST 201 Foundations in Women’s Studies, a mid-level course in feminist theory or feminist philosophy selected from an approved list, WST 485 (seminar), and WST 199 or WST 399 (internships). The remaining six electives are to be selected from approved women’s studies courses, and should include at least two courses in the social sciences, two in the humanities, and one with a racial, ethnic, or global emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). The Critical Thinking graduation skill is embedded at all levels and is met by completing the major. The Speaking and Writing graduation skills are also embedded at all levels. The Quantitative Reasoning (QR) graduation skill can be 240 I Augsburg College 2010-2012 WST 305 Issues in Gay and Lesbian Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social Justice, Gender and the Environment) Women’s Studies WST 315 Mid-Level Feminist Theory: Margins as Center This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts — including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and multiple feminisms. WST 341 Globalization, Social Struggles and the Environment (CGE Course. See International Studies, Migration and Globalization: Engaging Our Communities) WST 357 Mexican History, Culture and Cosmovision (CGE course. See International Studies, Migration and Globalization: Engaging Our Communities) concerning the lives of women in non-Western societies, including their economic, political and social contributions, familial roles, and status in society. Emphasis will be placed on the comparative roles of women in different cultures. AIS 305 Indigenous Issues of Central America (See American Indian Studies for course description. May be taken in conjunction with WST 490 or AIS 490.) AIS 320 American Indian Women (See American Indian Studies for course description.) AIS 490 Keystone Indigenous Issues of Central America (See American Indian Studies for course description.) WST 359 Women, Gender and Social Change in Latin America Internships and Independent Study Courses (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) (Must be approved in writing by the women’s studies coordinator): WST 199 Internship WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and political responses to the disease are examined. (Augsburg Abroad course, Summer) See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. WST 299 Directed Study See description on page 65. WST 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. WST 366 Latin American Liberation Theologies (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 499 Independent Study/Research See description on page 65. Topics in Women’s Studies See department listings for descriptions of the following approved electives: WST 481 WST 485 Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. WST 490 Women’s Studies--Keystone (0.0 course) This course provides a Keystone component for all WST majors. (Prereq.: WST 201 and permission of insturctor) AIS 233 Women: A Cross-Cultural Perspective This course will examine a variety of issues AIS 208/408 ART 352 ENL 365 ENL 367 ENL 385 HIS 195/INS 233 HIS 282 HPE 316 POL 124 POL 359 REL 441 Native American Women and Film Women and Art Contemporary Post Colonial Fiction Women and Fiction Language and Power Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America/Women in Cross-Cultural Perspective History of Women Since 1848 Human Sexuality American Women and Politics Topics: Women in Comparative Politics Feminism and Christianity Augsburg College 2010-2012 I 241 Women’s Studies SOC 231 SOC 265 SOC 266 242 Family Systems Race, Class, and Gender Sociology of Sexualities I Augsburg College 2010-2012 Youth and Family Ministry Youth and Family Ministry See listing under Religion. Augsburg College 2010-2012 I 243 College Information Board of Regents For additional biographical detail, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ’65 Ann Ashton-Piper Jackie Cherryhomes ’76 Mark Eustis Anthony Genia ’85, M.D. Alex Gonzalez ’90 Michael R. Good ’71 Norman R. Hagfors Jodi Harpstead Richard J. Hartnack The Rev. Rolf Jacobson, Ph.D. Bishop Craig Johnson Ruth E. Johnson ’74, M.D. Eric Jolly, Ph.D. Dean Kennedy ’75 André J. Lewis ’73, Ph.D. Jennifer H. Martin, Ed.D. Marie O. McNeff, Ed.D Paul S. Mueller ’84, M.D. Lisa Novotny ’80 Bishop Duane Pederson, D.Min. Paul C. Pribbenow, Ph.D. Stephen C. Sheppard Marshall S. Stanton, M.D. Philip Styrlund ’79 Joan L. Volz ’68, J.D. The Rev. Norman W. Wahl, ’76, D.Min. Bonnie Wallace The Rev. Mark Wilhelm, Ph.D. ELCA Program Unit for Vocation and Education Executive Director The Rev. Dr. Stanley N. Olson Associate Executive Director for Educational Partnerships The Rev. Dr. Mark Wilhelm Assistant Director for Educational Partnerships Ms. Marilyn Olson 246 I Augsburg College 2010-2012 Augsburg College Faculty and Administration Beginning year of service of faculty and staff is indicated with parenthesis. College Leadership Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago. Leif Anderson (1996). Vice President and Chief Information Officer. B.A., University of Minnesota. Barbara A. Farley (2000). Vice President of Academic Affairs and Dean of the College. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer. B.S., St. Cloud State University; M.B.A., St. Thomas University. Julie A. Edstrom (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College. Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin – Milwaukee; M.S.W., Washington University; J.D., Saint Louis University. Andrea L. Turner (2008). Assistant Vice President of Human Resources and Chief Diversity Officer, B.A. Swathmore College, J.D. Case Western Reserve University School of Law. Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown College; M.A., Saint Mary’s University. Administration Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University – Moorhead; M.A., Augsburg College. David Benson (2005). Director of Leadership Gifts, Development. B.A., Concordia College; M.A., North Dakota State University. Carrie Carroll (1997). Assistant Vice President, Admissions. B.A., Hamline University. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School of DivinityUniversity of St. Thomas. Bradley Christ (1998). Director IT Systems, Information Technology. B.A., University of Minnesota. Nadia M. Christensen (1991). Director, International Partners. B.A., Augsburg College; M.A. University of Minnesota; Ph.D.; University of Washington. Jodi Collen (2007). Director, Events and Conference Planning. B.A., Wartburg College; M.T.A., George Washington University. Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College. David Draus (2000). Director, Facilities and Risk Management. James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W., University of Minnesota – Duluth. Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of Northern Iowa. Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and Physical Education. B.A., Augsburg College; M.S., St. Cloud State University. Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A., Hamline University. Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate Professor of Biology, B.S.,.University of Wisconsin; M.S., University of Illinois at Champaign-Urbana; Ph.D., University of Illinois at Champaign-Urbana. Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University; M.A., Ohio State University; A.B.D., Loyola University-Chicago. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Thomas Haglund (2007). Finance Director, Administrative Accounting. B.S., Minnesota State University, Moorhead; M.B.A., University of St. Thomas. Nathan J. Hallanger (2008). Special Assistant to the Vice President of Academic Affairs and Dean of the College. B.A., Augustana College; M.T.S., Harvard Divinity School, Harvard University; Ph.D., Graduate Theological Union and Pacific Lutheran Theological Seminary. Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College. Sherry Jennings-King (2002). Director of Leadership Giving, Development. B.S., University of Tennessee. Rebecca John (2010). Assistant Vice President of Marketing and Communication. B.A., University of St. Thomas; M.A., University of Phoenix. Karena Jones (1999). Director, CLASS Program. A.A. Normandale Community College; B.S., Winona State University; M.Ed., Hamline University. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Center for Academic Achievement. B.A., University of Wisconsin-Madison; M.S., University of Oregon. Scott Krajewski (2000). Director of IT Services, Information Technology. B.S., Augsburg College; M.S., Iowa State University. Augsburg College 2010-2012 I 247 Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Penh Lo (2008). Director, Pan-Asian Student Services. B.S., Minnesota State University-Mankato. Ann Lutterman-Aguilar (1993). Co-site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Associate Director, Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Jessica Nathanson (2007). Director, Women’s Resource Center. B.A., Wesleyan University; M.A., State University of New York-Buffalo; Ph.D., State University of New YorkBuffalo. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College; M.A., University of Minnesota. Lois A. Olson (1985). Director, Strommen Career and Internship Center. B.S., University of Minnesota; M.S., Mankato State University. John Pack (2003). Director, Department of Public Safety. B.A., Excelsior College. Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant Professor of Business Administration. B.S.B., M.Ed., Ph.D., University of Minnesota. Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint Mary’s University. Doug H. Scott (2007). Director of Leadership Gifts. B.A., Eastern University St. Davids; M.Div., Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A., Moorhead State University; Ed.M., Rutgers University. David St. Aubin (2008). Director, Athletic Facilities. B.S., University of Minnesota. Kim Stone (2008) Director of Alumni and Constituent Relations. B.A., Minnesota State University-Mankato; M.B.A., Nova Southeastern University. Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of Minnesota; M.A., Minnesota State University, Mankato. 248 I Augsburg College 2010-2012 Jeffrey F. Swenson (1986). Athletic Director. B.A., Augsburg College; M.A., University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College. Jim Trelstad-Porter (1990). Director of International Student Advising. M.A., The American University. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Karl Wolfe (2007). Director Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury Theological Seminary; Ed.D., Pepperdine University. Faculty A Magdeline C. Aagard (2007). Assistant Professor, Nursing. B.A., R.N., Augustana College; M.B.A., Ed.D., University of St. Thomas. John A. Abraham (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., North Dakota State University. Justin Abraham (2007). Instructor, part-time, Economics. B.A., All India Institute for Teachers Training; B.A., Kerala University; M.A., Aligarh University; M.A., Missouri State University – Warrensburg; Ph.D. Saugor University, India. Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. Duane L. Addison (1994). Instructor, part time, Religion. B.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., Yale University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Kristin M. Anderson (1984). Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., LutherNorthwestern Seminary. Lisa P. Anderson (2005). Instructor, part-time, Theatre Arts. B.A., Augsburg College; B.S., M.S., Winona State University. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Trudi J. Anderson (1990). Studio Artist/Flute, part time, Music. B.M., Augsburg College; M.M., Northwestern University. Elizabeth Ankeny (2008). Associate Professor of Education. B.A., Augustana College; M.A., Morningside College; Ph.D., Colorado State University. Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., LutherNorthwestern Seminar; Ph.D., University of Minnesota. William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York University; M.S., Northeastern University; M.B.A., Boston University. Shelli A. Arneson (2004). Instructor, part-time, Health and Physical Education. B.A., Simpson College; M.S., Mankato State University. Juan C. Avendaño (2003). Instructor, part-time, Business Administration. Civil Engineering degree, Andres Bello Catholic University, Caracas Venezuela; M..S., M.B.A., Northwestern University. Antonio Ortega Ayala (2003). Program Coordinator and Instructor, Center for Global Education. M.A., LaSalle University, Mexico City. C.P.A. Teaching Certificate degree, Colegio Angloamericano. B Ramona C. Back (2005). Instructor, part-time, Education. B.S., University of Wisconsin-Green Bay; M.S., Winona State University. Andrew M. Baldwin (2004). Instructor, part-time, Education. B.A., St. Olaf College; M.A., University of St. Thomas. Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. B.A., College of Saint Benedict; Ph.D., Mayo Clinic College of Medicine. Xenia Barahona (2002). Program Coordinator and Instructor, Center for Global Education. B.A., Universidad Centroamericana; M.A., Tufts University. Matthew C. Barber (1992). Studio Artist/Percussion, part time, Music. B.M., University of Michigan. R. Samuel Barber (2002). Instructor of Health and Physical Education. B.S., Upper Iowa University; M.S., Minnesota State University, Mankato. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha. Carol E. Barnett (2000). Studio Artist/Composition, part time, Music. B.A., M.A., University of Minnesota. Eric Barth (2008). Assistant Professor of Physician Assistant Studies. B.A., University of Saint Thomas; B.S., Trevecca Nazarene University; MPAS, University of Nebraska. David L. Bartlett (2006). Instructor, part-time, Business Administration. B.A., University of California-San Diego; M.A., University of Chicago; M.A., Ph.D., University of California-San Diego. Bruce Batten (2008). Assistant Professory of Business, MBA. B.S., Davidson College; Ph.D., Medical College of Virginia. Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State University-Mankato; M.A., Augsburg College. Aroti G. Bayman (1996). Instructor, part time, Education. B.S., University of Minnesota; M.A., University of Edinburgh. Matthew Beckman (2008). Assistant Professor of Biology. B.A., Brandels University; Ph.D., University of Alabama. Pavel Belik (2008). Associate Professor of Mathematics. Ph.D., University of Minnesota. Thomas H. Berkas (2006). Instructor, part-time, Master of Arts in Leadership Program. B.C.E., M.S., Ph.D., University of Minnesota. Allen J. Berning (2007). Instructor, part-time, Business Administration. B.S., M.B.A., St. Cloud State University. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Augsburg College 2010-2012 I 249 Heather K. T. Bidinger (2003). Clinical Coordinator, Assistant Professor of Physician Assistant Studies. B.A., University of St. Thomas; M.Med.S., St. Louis University. William P. Bierden (1997). Instructor, part time, Education. B.S., M.S., Mankato State University. Susan N. Boecher (2007). Assistant Professor, full-time, Art. B.F.A., University of Minnesota. Jeanne M. Boeh (1990). Associate Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of WisconsinMadison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lynn Allen Bollman (1983). Instructor, part time, Art. B.A., Augsburg College; M.A., University of Northern Colorado; M.F.A., University of Minnesota. Anna M. Bonderson (2004). Instructor, part-time, Mathematics. B.S., University of Minnesota; B.S., South Dakota State University. Laura L. Borstad (2008). Instructor, part-time, Physician Assistant Studies. D.Pharm., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A., University of Minnesota. Kevin Bowman (2008). Assistant Professor of Economics, B.A., Indiana University-Bloomington; M.A., Ph.D., University of Illinois. Katherine C. Bradley (2007). Assistant Professor of Biology. B.A., St. Mary’s University of Minnesota; Ph.D., Purdue University. Joan Brandt (2009). Associate Professor of Nursing. MPH, Ph.D., University of Minnesota. Michael T. Brands (2007). Instructor, part-time, Religion. B.A., Dordt College; M.Div., Fuller Theological Seminary; Ph.D., Luther Seminary. Mark A. Bransford (2005). Instructor, part-time, Physics. B.S., Florida International University; Ph.D., Iowa State University. Nora M. Braun (1997). Associate Professor of Business Administration. B.S.B.A., University of MissouriColumbia; M.B.A., Ph.D., University of Minnesota. Frederick Bretschger (2005). Studio Artist/Double Bass, part time, Music. North Carolina School of the Arts; Cleveland Institute of Music; The Juilliard School. Jacquylynn Brickman (2003). Instructor, part time, Education. B.A., Augsburg College; M.Ed., St. Mary’s University. Christopher Rhys Brown (2003). Field Experience Coordinator/ Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Stanley H. Brown (1997). Instructor, part time, Education. B.A., Iona College; M.Ed., Boston College. 250 I Augsburg College 2010-2012 Eileen M. Bruns (2000). Instructor, part time, Modern Languages. B.S., M.S., Florida State University. Michael Buck (2010). Assistant Professor of Music. BME, Saint Olaf College; MME, Vandercook College of Music; Ph.D., University of Southern Mississippi. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A., Ph.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.F.A., University of Minnesota. Shelley L. Burkhardt (2005). Instructor, part time, Education. B.A., Valparaiso University; M.S., Mankato State University. Thomas L. Burns (2005). Instructor, part-time, Business Administration. B.A., Iona College; M.B.A., University of St. Thomas. Janelle M. Bussert (1994). Instructor, part time, Religion and Women’s Studies. B.A., Luther College; M.Div., Yale University. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of Illinois-Chicago; Ph.D., University of Illinois at Urbana-Champaign. Tami M. Carpenter (2001). Instructor, part time, Mathematics. Two B.S. degrees, University of Minnesota. Maria S. Ceplecha (2003). Instructor, part time, Modern Languages. B.A., University of Dallas; M.A., New York University Graduate School in Spain. John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout; Ed.D., University of Minnesota Peggy M. Cerrito (1991). Instructor, part time, Business Administration. Academic Skills Adviser. B.A., University of Minnesota; M.A., Hamline University. Francine Chakolis (1983). Assistant Professor of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S., Ph.D., North Dakota State University. Nina N. Chenault (2000). Instructor, part time, Health and Physical Education. B.A., University of Minnesota. Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. C. Lee Clarke (2000). Assistant Professor of Business David M. DeBlieck (2005). Instructor, part-time, Theatre Arts. Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Joseph R. Clubb (1994). Instructor, part time, Social Work. B.S.W., St. John’s University; M.S.W., University of Minnesota. Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. Ph.D., Indiana UniversityBloomington. Susan M. Conlin (2007). Instructor, part-time, Social Work. B.A., University of Minnesota; M.S., University of Wisconsin-Stout; M.S.W., University of WisconsinMadison. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D., St. Mary’s University of Minnesota. David L. Cooper (2004). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.B.A., University of St. Thomas. Brian E. Corner (2005). Assistant Professor of Biology. B.Sc., Ph.D., University of Otago, New Zealand. Robert J. Cowgill (1991). Associate Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota David Crowe (2008). Assistant Professor of Biology. B.A., Gustavus Adolphus; Ph.D., University of Minnesota. Barbara C. Curchack (2005). Assistant Professor of Psychology. B.A., University of Maryland Baltimore County; M.A., Ph.D., University of Arizona, Tucson. B.A., Augsburg College; M.F.A., University of HawaiiManoa. Donna R. DeGracia (1998). Instructor of Physician Assistant Studies. B.A., Ohio State University; P.A., Bowman Gray School of Medicine; M.P.A.S., University of Nebraska. Ankita Deka (2008). Assistant Professor of Social Work. B.A., Delhi University; M.A., Tata Institute of Social Sciences; Ph.D., Indiana University School of Social Work. Jacqueline R. deVries Jones (1994). Associate Professor of History. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. R. David Dexter (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.D., University of Minnesota. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory. Bridget A. Doak (1996). Instructor, part time, Music. B.M., University of Dayton; M.A., Saint Mary’s University. Suzanne L. Donsky (1997). Instructor, part time, English. B.A., Macalester College; M.A. coursework completed, University of Minnesota. Suzanne I. Dorée (1989). Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Linda A. Dorschner (2000). Instructor, part time, Health and Physical Education. B.S., Mankato State College; M.A., Mankato State University. Susan Sacquitne Druck (1993). Instructor of Music. B.A., Iowa State University; M.A., University of Iowa. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. D David Dahl (2000). Instructor, part-time, Economics. B.A., Augustana College; M.A., University of WisconsinMadison. Marvin D. Dahlgren (2002). Studio Artist/Percussion, part time, Music. B.A., MacPhail School of Music. Louise M. Daley (2005). Instructor, part-time, Education. B.S., University of Wisconsin-Madison; M.Ed., The College of St. Scholastica. Cathleen A. Dalglish (1986). Professor of English. B.A., Saint Catherine University; M.F.A., Vermont College; Ph.D., The Union Institute and University. Kim Davidson (2003). Program Coordinator, Instructor, Center for Global Education. B.F.A., Washington University; M.A., School for International Training. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Urbanus B. Dax (2002). Program Coordinator, Instructor, Center for Global Education. B.A., University of the North, South Africa; M.S., Mankato State University. E Deborah A. Eckberg (2007). Instructor, part-time, Sociology. B.A., Dartmouth College; M.A., Ph.D., University of Minnesota. Jerry K. Eddy (2006). Assistant Professor, part-time, Physics. A.B., West Liberty State College; M.S., Ph.D., West Virginia University. Gary T. Egbert (2004). Assistant Professor, full-time, Physics. B.S., Western Illinois University; M.S., University of South Dakota – Vermillion; Ph.D., University of Nebraska – Lincoln. Catherine A. Egenberger (2000). Instructor, part time, Art. B.S., St. Cloud State University; M.A., University of Massachusetts-Amherst. Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A., University of Minnesota; M.F.A., Syracuse University. R. Wendell Ellis (2004). Instructor, part-time, Business Administration. A.B., Columbia University; J.D., University of Iowa; M.B.A., University of Missouri. Augsburg College 2010-2012 I 251 Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College; M.F.A., University of WisconsinMadison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Christina L. Erickson (2004). Associate Professor of Social Work. B.S., University of Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago. Debra M. Erickson (2006). Instructor, part-time, Mathematics. B.A., Gustavus Adolphus College; M.S., University of Minnesota. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., Luther-Northwestern Theological Seminary; Ph.D., University of Minnesota. Lynn M. Erickson (1991). Studio Artist/Trumpet, part time, Music. B.A., Bethel College; M.F.A., D.M.A., University of Minnesota. Marilyn L. Erickson (1999). Instructor, part time, Education. B.A., Concordia College-Moorhead; M.S., St. Cloud State University. Mindy S. Eschedor (1999). Studio Artist/Piano, part time, Music. B.F.A., B.A., Central Michigan University; M.M., University of Minnesota. F Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Troy F. Faulkner (2007). Instructor, part-time, Mathematics. B.S., University of Minnesota-Duluth; M.S., Winona State University. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Steven J. Felton (2007). Instructor, part-time, Education. B.A., St. John’s University; B.S., M.S., Mankato State University. Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. B.S., Linfield College; Ph.D., University of Illinois. Edith E. Ferber (2003). Instructor, part time, Education. B.A., M.A.T., Indiana University. Nancy L. Fischer (2005). Associate Professor of Sociology. B.A., Hamline University; M.A., The American University; Ph.D., State University of New York – Albany. Andrew J. Fish (2005). Instructor, part-time, Sociology. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., State University of New York at Stony Brook. 252 I Augsburg College 2010-2012 Anita L. Fisher (1991). Instructor of Modern Languages. B.A., M.A., University of Montana. Richard M. Flint (1999). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Bruce D. Forbes (1990). Instructor, part time, Religion. B.A., Morningside College; M.Th., Perkins School of Theology; Ph.D., Princeton Theological Seminary. Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Janet Gottschall Fried (1998). Studio Artist/Voice, part time, Music. B.M., Aquinas College. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College; M.P.A., University of Rhode Island. G Stephen M. Gabrielsen (1963). Professor of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Robert S. P. Gardner (2006). Instructor, part-time, Music. M.A., University of Montana. R. Brooks Gekler (2006). Assistant Professor of Business Administration. B.A., Vassar College; M.B.A., New York University. Annette M. Gerten (1997). Associate Professor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Jennifer L. Gerth (1994). Studio Artist/Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. Sarah J. Gervais (2008). Assistant Professor, part-time, Psychology. B.A., University of St. Thomas; M.S., Ph.D., The Pennsylvania State University. Alexandra E. Giesler (2008). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of Nebraska-Lincoln. Julie A. Gloss (2007). Instructor, part-time, Modern Languages. B.S., B.A., Northern Michigan University; M.A., Middlebury College; M.A., Hamline University. Amy Gort (2009). Associate Professor of Biology. B.S., University of Wisconsin; M.S., Ph.D., University of Illinois–Champaign-Urbana Jennifer Grant (2010). Assistant Professor of Business. B.A., Saint Olaf College; M.S., University of Minnesota; Ph.D., Northcentral University. Paul H. Grauer (1979). Men’s Athletic Director, Instructor of Health and Physical Education. B.S., Concordia CollegeSeward, Nebraska; M.Ed., University of Nebraska; M.A., Ph.D., University of Minnesota. Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. B.A., Central College; MPAS, University of Iowa. Rodney R. Greder (2006). Instructor, part-time, Business Administration. B.S., Iowa State University; M.S., University of Minnesota; Ph.D., University of IllinoisChampaign-Urbana. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. Leslie E. Green (2008). Instructor, part-time, Education. B.A., College of St. Benedict; three M.A.s, University of St. Thomas; M.S.W., Augsburg College. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Bradley L. Greenwald (1998). Studio Artist/Voice, part time, Music. Music studies at The University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Cheryl J.E. Gresczyk (2004). Instructor, part time, Education. B.A., University of Minnesota; M.A., College of St. Thomas. Richard A. Gresczyk, Sr. (1990). Instructor, part time, Education and Modern Languages. B.S., M.Ed., University of Minnesota. Dennis P. Greseth (2004). Instructor of Education. Education Coordinator, Rochester Program. B.S., M.S., Winona State University. Lyle M. Griner (1996). Instructor, part time, Religion. B.A., University of Northern Iowa; M.A., Luther Seminary. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia CollegeMoorhead; M.A., J.D., University of Minnesota. Ann Grugel (2009). Assistant Professor of Education. B.A., Saint Olaf College; M.S., Ph.D., University of Wisconsin– Madison. Nancy J. Grundahl (1993). Instructor, part time, Music. B.M., St. Olaf College; M.F.A., University of Minnesota. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. Alyssa N. Hanson (2003). Instructor, part time, Mathematics. B.A., Augsburg College. Daniel S. Hanson (1988). Assistant Professor of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota. John A. Hanson (1991). Instructor, part time, Psychology. B.S., University of Wisconsin-Eau Claire; M.S., University of Wisconsin-Stout; M.S.Ed., University of WisconsinOshkosh; Ph.D., University of Toledo. Tabitha K. Hanson (2003). Instructor, part-time, Nursing. B.A., Concordia College, Moorhead; M.P.H., M.S., University of Minnesota. John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D., Harvard University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Adriane M. L. Heflin (2008). Instructor, part-time, Theatre Arts. B.A., Washington University; M.F.A., Yale University. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Melissa Hensley (2010). Assistant Professor of Social Work. A.B., M.S.W., Washington University–St. Louis; M.H.A., University of Missouri–Columbia; Ph.D., Washington University–St. Louis. Paloma Hesemeyer (2010). Assistant Professor of Psychology. B.A., Mills College; Ph.D., University of Minnesota. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Carl C. Hixson (2008). Instructor, part-time, Business Administration. B.A., Augsburg College; M.A., University of St. Thomas. Jody Hofer Van Ness (2007). Instructor, part-time, Education. B.S., University of Wisconsin-Eau Claire; M.A., University of St. Thomas. Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Kristoffer P. Holmgren (2007). Instructor, part-time, Art. B.F.A., St. Cloud State University; M.F.A., Illinois State University. Megan J. C. Holroyd (2005). Instructor, part-time, Music. B.A., St. Olaf College; M.A., University of St. Thomas. Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Linda M. Holt (2000). Instructor, part time, Nursing. B.S.N., University of Minnesota; M.N., University of Washington-Seattle. Augsburg College 2010-2012 I 253 James M. Honsvall (1997). Instructor, part time, Business Administration. B.S., Bemidji State University; M.B.T., University of Minnesota. Mary A. Budd Horozaniecki (1988). Studio Artist/Violin and Viola, part time, Music. B.M., Indiana University. Erica L. Huls (2004). Instructor, part-time, Honors Program. B.A., Augsburg College. Joan E. Hutton (2007). Studio Artist/Saxophone, part-time, Music. B.M., Ithaca College; M.M., Eastman School of Music. Lisa L. Hyland (2003). Instructor, part time, Education. B.S., M.S., University of Wisconsin-River Falls. I Ann Impullitti (2010). Assistant Professor of Biology. B.S., Northern Michigan University; M.S., University of Wisconsin; Ph.D., University of Minnesota. Colin C. Irvine (2003). Asssociate Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. Chad A. Israelson (2002). Instructor, part time, History. B.A., University of Wisconsin, LaCrosse; M.A., University of Nebraska. J James A. Jacobson (2002). Studio Artist/Cello, part time, Music. B.M., New England Conservatory of Music; M.M., University of Minnesota. Jeanne M. Jacobson (2006). Instructor, part-time, Business Administration. Karl N. Jacobson (2007). Assistant Professor, full-time, Religion. B.A., St. Olaf College; M.Div., Luther Seminary; A.B.D. Union-PSCE. Ronald L. Jacobson (2002). Instructor, part time, Business Administration. B.S., North Dakota State University; M.S., Virginia Polytechnic Institute and State University; M.S., Iowa State University; Ph.D., University of Minnesota. Sophia J. Jacobson (1999). Assistant Professor, full-time, American Indian Studies. B.A., Metropolitan State University; M.A., Ed.D., University of St. Thomas. Gary C. Jader (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota-Duluth; B.S., University of Minnesota; M.B.A., University of St. Thomas. Sarah Johansen (2005). Instructor, Social Work. B.A., Kalamazoo College; M.S.W., University of Michigan. William H. Jasperson (1990). Instructor, part time, Business Administration. M.B.A., University of Minnesota. B.S., M.S., Ph.D., University of Wisconsin. 254 I Augsburg College 2010-2012 Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of Wisconsin-Madison. Daniel F. Jorgensen (2002). Instructor, part time, English. B.A., M.S., South Dakota State University. K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas; Ph.D., Temple University. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Jane A. Kammerman (1986). Instructor, part time, Business Administration. B.A., University of California; J.D., University of Minnesota. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Deborah D. Katz (2001). Instructor, part time, Education. A.B., Stanford University; Ed.M., Harvard Graduate School of Education; Ed.D., National-Louis University. Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Mary Beth Kelley (2004). Instructor, part time, Education. B.S., University of Wisconsin, Eau Claire; M.Ed., Bethel College. Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. B.A., Pomona College; Ph.D., Cornell University. Hazel K. (Kathy) Kienzle (1999). Studio Artist/Harp, part time, Music. B.M., The Juilliard School; M.M., University of Arizona. Michael King (2008). Instructor, part-time, Communication Studies. Two B.S., M.S., South Dakota State University. Donna R. Kirscht (2007). Instructor, part-time, Business Administration. B.S., Mankato State University; M.B.A., University of St. Thomas. Elizabeth P. Klages (1996). Instructor, part-time, Political Science. B.A., Carleton College; M.A., The Paul H. Nitze School of Advanced International Studies; Ph.D., University of Minnesota. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. Kelly Knochel (2010). Assistant Professor of Social Work. B.A., Albright College; M.S.W., Spalding University of Social Work; Ph.D., University of Minnesota. Debra S. Knudson (2007). Instructor, part-time, Education. B.S., St. Cloud State University; M.Ed., College of St. Catherine. Barbara K. Knudtson (2005). Instructor, part-time, Nursing. A.D.N., Rochester Community College; B.S.N., Augsburg College; M.A., College of St. Catherine. Paul A. Knutson (2007). Instructor, part-time, Physics. B.A., Concordia College, Moorhead; M.S., A.B.D., University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Dean C. Kopperud (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas. Richard J. Kramer (2003). Instructor, part time, Religion. B.A., Concordia College, Moorhead; M.Div., Luther Seminary. Neil J. Kraus (2003). Instructor, part-time, Political Science. B.A., LeMoyne College; M.A., Ph.D., State University of New York-Albany. Heidi M. Kreutzer (1995). Instructor, part time, Modern Languages. B.A., Augsburg College; M.A., Middlebury College; J.D., University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Deborah J. Kuhlmann (2006). Instructor, part-time. English. B.A., Texas Christian University; M.A., University of Arkansas; Ph.D., Texas Christian University. James J. Kulzer (2005). Instructor, part-time, Education. B.S., two M.S. degrees, Winona State University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of Florida; M.Ed., University of Minnesota. Kevin Landmark (2010). Assistant Professor of Physics. B.S., Michigan Technological University; Ph.D., University of Michigan. Michael J. Lansing (2005). Assistant Professor of History. A.B., College of William and Mary; M.A., Utah State University; Ph.D., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Velma J. Lashbrook (2000). Assistant Professor, full-time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Martha J. Laskar-Aleman (2002). Assistant Professor of Nursing, full-time. B.S.N., University of Minnesota. Laura K. Lazar (2005). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso University; M.B.A., Ph.D., Indiana University. Edward Lee (2002). Instructor, part time, Communication Studies. B.A., University of Minnesota; M.F.A., Brown University. Melissa C. Lee (2007). Instructor, part-time, Health and Physical Education. B.A., Augsburg College. Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College; M.S.W., Tulane University; Ph.D., Case Western Reserve University. Caroline M. Lemen (1991). Studio Artist/French Horn, part time, Music. B.A., Potsdam College of Arts and Science, SUNY; M.M., Northwestern University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Holly Levine (2009). Instructor, Physician Assistant Studies. B.A., Northwestern University; M.D., Loyola University Chicago Stritch School of Medicine. Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Sarah P. Lockwood (2002). Studio Artist/Piano Accompaniment, part time, Music. B.M., DePauw University; M.M., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. Lynne F. Lorenzen (1988). Associate Professor of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota. Michael S. Lotti (2003). Instructor, part time, Business Administration/Philosophy. B.A., Augsburg College; M.Phil., Ph.D., University of Swansea, Wales. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Carol A. Lucido (2005). Instructor, part-time, Education. B.A., Luther College; M.Ed., University of Minnesota. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center; Ph.D., Capella University. Steven M. Lukas (2005). Instructor, part time, Business Administration. B.S., M.A., University of Nebraska; E.D., University of St. Thomas. Augsburg College 2010-2012 I 255 Steven P. Lund (1982). Studio Artist/Trombone, part time, James Scannell McCormick (2004). Instructor, part-time, Music. B.S., University of Minnesota. Paul E. Lutter (2005). Instructor, part time, Religion. B.S., University of Wisconsin, Superior; M.Div, Luther Seminary. Ann L. Lutterman-Aguilar (1993). Interim Academic Director, Instructor, Center for Global Education. B.A., Earlham College; M.Div., Yale University. English. B.A., M.A., University of Wisconsin-Madison; Ph.D., Western Michigan University. Carol T. McCoy (2003). Adjunct Faculty, Clinical Laboratory Science Program, Biology. B.S., M.S., Ph.D., University of Oklahoma. Diane M. McDonagh (1997). Instructor, part-time, Modern Languages. B.A., California State University; M.A., California State University-Northridge. K. Christian McGuire (2007). Instructor and Studio Artist/ Electric Bass, part-time, Music. B.A., Luther College; M.A., University of Minnesota. Michael J. McIlhon (2000). Instructor, part time, Economics. B.B.A., M.A., University of Iowa. Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul University; M.B.A., Harvard University; D.B.A., Argosy University. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Kirsten A. S. Mebust (2004). Instructor, part time, Religion. B.S., University of Minnesota; M.Div., Luther Seminary. Ashok K. Mehrotra (2007). Instructor, part-time, Economics. B.Tech., M.Tech., Indian Institute of Technology; M.B.A., University of Minnesota; M.S., University of Chicago. Jane C. Melton (1999). Instructor, part time, Modern Languages. B.A., Lindenwood College; M.A., Tulane University. Laurie H. Merz (2001). Studio Artist/Bassoon, part time, Music. B.M., Eastman School of Music; M.M., University of Minnesota. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Catherine Micek (2010). Assistant Professor of Mathematics. B.A., University of Saint Thomas; M.S., Ph.D., University of Minnesota. Vladan M. Milenkovic (2005). Instructor, part-time, Music. B.M., Berklee College of Music; M.M., University of Northern Iowa. Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College; B.S., M.A., Augsburg College. Kinney G. Misterek (1989). Instructor, part time, Business Administration. B.S., M.B.A., University of South Dakota; M.B.T., University of Minnesota. John W. Molloy (2003). Instructor, part time, Business Administration. B.B.A., M.S., University of Wisconsin, Madison. Peter M. Morales (2007). Instructor, part-time, Modern Languages. B.A., Ripon College; M.A., University of Minnesota. April D. Morehouse (2006). Instructor, part-time, Nursing. B.S., College of St. Catherine. M Carolyn A. Mack (2006). Instructor, part-time, Education. B.A., Concordia University, River Forest, IL; M.A., University of Minnesota. Rosanne E. Malevich (2006). Assistant Professor of Business Administration. B.S., M.B.A., University of WisconsinMadison; ABD, University of Minnesota. Steven V. Manderscheid (2007). Instructor, part-time, Master of Arts in Leadership Program. B.S., St. Cloud State University; M.A., University of Minnesota; Ed.D., University of St. Thomas. Christina M. Manning (2007). Instructor, part-time, Psychology. B.Sc., Tufts University; Ph.D., University of Minnesota. Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue University; M.S., Colorado State University; Ph.D., Utah State University. Dan S. Marsh (2005). Instructor, part-time, Economics. B.S., University of Minnesota; M.A., University of St. Thomas. Susan W. Martino (2006). Instructor, part-time, Education. B.A., St. Olaf College; M.M., Cleveland Institute of Music Conservatory. M. Elise Marubbio (2003). Associate Professor of American Indian Studies. B.F.A., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. Matthew Maruggi (2008). Assistant Professor of Religion. B.A., M.A., University of Dayton; Ph.D., University of Saint Thomas. C. Jean Marvin (2007). Instructor, part-time, Education. B.A., Gustavus Adolphus College; M.Ed., Ph.D., University of Minnesota. John W. Matthews (2003). Instructor, part-time, Religion. B.A., Concordia College, Moorhead; M.Div., LutherNorthwestern Seminary. Paul R. Mattson (2007). Instructor, part-time, Business Administration. B.A., Luther College; M.A., University of Minesota; M.S., Massachusetts Institute of Technology. David C. Matz (2001). Associate Professor of Psychology. B.A., Bemidji State University; M.S., North Dakota State University; Ph.D., Texas A & M University. Molly A. Maxwell (2007). Assistant Professor of Mathematics. S.B., Massachusetts Institute of Technology; M.S., Ph.D., University of Minnesota. Kathleen A. McBride (1994). Regional Co-Director, Instructor, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. 256 I Augsburg College 2010-2012 Sheila M. Moriarty (2002). Instructor, part time, Social Work. B.S., University of Minnesota; M.S.W., Augsburg College. Karen L. Mulhausen (2006). Instructor, part-time, Theatre Arts. B.A., St. Olaf College; B.A., University of Minnesota. David Murr (2008). Associate Professor of Physics. B.S., Augsburg College; Ph.D., Boston University. Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota; M.A., Luther-Northwestern Seminary. Sarah Myers (2009). Assistant Professor of Theatre Arts. B.S., Northwestern University; M.F.A., Ph.D., University of Texas. N Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Paulus Nanghambe Ndamanomhata (2002). Instructor, Center for Global Education. B.A. degrees, Ogongo Agricultural College and United Lutheran Theological Seminary; M.A., Trinity Lutheran Seminary; Ph.D., Natal University. Jessica A. Nathanson (2007). Assistant Professor and Director of Women’s Studies. B.A., Wesleyan University; M.A., Ph.D., State University of New York-Buffalo. Brita L. Nellermoe (2008). Instructor, part-time, Physics. B.S., University of Iowa; M.S., University of North Dakota. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. Daniel R. Noyes (2000). Instructor, part-time, Art. B.A., Macalester College; M.Arch., University of WisconsinMilwaukee. O James O’Brien (2008). Instructor, part-time, Art. B.F.A., Minneapolis College of Art and Design; M.A., Syracuse University; M.F.A., Hartford University. Michael W. O’Brien (2007). Instructor, part-time, Social Work. Two B.A.s, M.S.W., University of Iowa. Mary F. O’Connell (2004). Instructor, part time, Nursing. A.A., Minneapolis Community College; B.S., Bethel College; M.A., Augsburg College. Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Melissa A. Oliver (2007). Instructor, part-time, Education. B.S., M.S., Winona State University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Michael G. Olson (2001). Instructor, part time, Business Administration. B.S., University of Minnesota; M.B.A., Minnesota State University. Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota. David H. Oxley (2007). Instructor, part-time, Business Administration. B.A., M.B.A., Augsburg College. P Stephen A. Pacholl (2001). Instructor, part time, Business Administration. B.A., M.Ed., University of Minnesota. Sally Bruyneel Padgett (2003). Instructor, part time, Religion. A.A., San Jacinto College; B.A., University of California, Riverside; M.A., Azusa Pacific University; Ph.D., University of Durham, England. Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Bonnie Jean Palmen (2006). Instructor, part-time, Business Administration. B.S., University of Minnesota; M.A., San Francisco State University; J.D., University of California. Donna R. Patterson (2006). Assistant Professor, full-time, Education. B.A., M.Ed., University of Minnesota. Michael F. Pattison (2003). Instructor, part time, Social Work. B.A., M.S.W., University of Minnesota. Catherine L. Paulsen (1990). Instructor, part time, Master of Arts in Leadership. B.A., St. Olaf College; M.A., Lone Mountain College [now part of University of San Francisco. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Meredith A. Pederson (2003). Instructor, part time, Education. B.A., St. Olaf College; M.A., St. Mary’s University. Rick A. Penning (1993). Studio Artist/Voice, part time, Music. B.A., Luther College; M.M., University of Cincinnati. Christine R. Peper (2005). Instructor, part-time, Education. B.A., University of Minnesota; M.Ed., Southeastern Louisiana University. Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D., University of Colorado. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Clayton A. Pharr (1996). Instructor, part time, Social Work. B.S., Claflin University; M.S.W., Barry University. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Augsburg College 2010-2012 I 257 Jennifer K. McCarty Plucker (2007). Instructor, part-time, Education. B.S., Moorhead State University; M.Ed., St. Mary’s University. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R O. Nicholas Raths (1988). Studio Artist/Guitar, part time, Music. B.M., M.M., D.M.A., University of Minnesota. Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. John S. Reimringer (2006). Instructor, part-time, English. B.S., University of Kansas; M.F.A., University of Arkansas. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. Steven E. Restad (2007). Instructor, part-time, Business Administration. B.A., University of Wisconsin-Eau Claire; M.B.A., University of St. Thomas. Charles E. Rietkerk (2006). Instructor, part-time, Education. B.A., University of California-Irvine; M.Ed., University of Minnesota. Catherine L. Roach (2007). Instructor, part-time, Business Administration. B.A., St. Olaf College; M.S., University of Minnesota. M. Bridget Robinson-Riegler (1994). Assistant Dean of Academic Affairs. Associate Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. Regula Russelle (2007). Instructor, part-time, Art. M.A., Hamline University. Barry D. Rutman (2000). Instructor, part time, Business Administration. M.A., Montclair State University. S Larry E. Sallee (2005). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Superior; M.B.T., University of Minnesota; M.B.A., University of Wisconsin-LaCrosse; D.B.A., U.S. International University. Susana M. Sandmann (2006). Associate Professor of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. 258 I Augsburg College 2010-2012 John S. Schmit (1990). Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Associate Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. Sandra Nei Schulte (1987). Designer-in-Residence and Instructor, part time, Theatre Arts. B.A., M.A., M.F.A, University of Minnesota. David G. Schwain (1995). Assistant Professor, full-time, Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Dean J. Seal (2006). Instructor, part-time, Religion. B.A., St. Olaf College; M.Div., M.A., United Theological Seminary of the Twin Cities. Steven A. Seay (2006). Instructor, part-time, Business Administration. B.S., University of San Francisco; M.B.A., City/Stanford University; Ph.D., Walden University. Carrie B. Senske (2000). Instructor, part time, Education. B.A., Concordia College, Moorhead; M.Ed., University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. N. Kay Shager (2000). Instructor, part time, Education and Mathematics. B.A., Gustavus Adolphus College; M.S., University of Wisconsin-River Falls. Debra L. Shapiro (2006). Instructor, part-time, General Studies. B.A., J.D., The University of Iowa. Timothy J. Shaw (1995). Instructor, part time, Physician Assistant Studies. B.A., St. Mary’s College; Ph.D., University of Minnesota. Charles M. Sheaffer (1995). Associate Professor of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Judith E. Shevelev (1991). Program Coordinator, Instructor, Center for Global Education. B.A., University of California, Davis; M.A., Columbia University. John S. Shockley (2002). Professor, part time, Political Science. B.A., University of Texas; M.A., Ph.D., University of Wisconsin. Anthony T. Sinkiewicz (2007). Instructor, part-time, Business Administration. A.A.S., Wright College; B.S., University of the State of New York-Albany; M.A., Webster University; D.B.A., U.S. International University. Katharine E. Skibbe (2001). Instructor, part time, Education. B.A., Augsburg College; M.A., Saint Mary’s College. Lawrence J. Sklaney, Jr. (2007). Instructor, part-time, English. B.A., Bucknell University; M.A., University of Illinois. Joanne Z. Smith (2005). Instructor, part-time, Business Administration. B.A., Smith College; M.A., University of Minnesota. Sheilah P. Smith (1999). Instructor, part time, Education. B.S., M.Ed., Wayne State University. Dorothy J. Smyth (2005). Instructor, part-time, Education. B.S., University of Minnesota; M.A., Hamline University. Alyssa E. Snyder (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of St. Thomas. Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D., Northwestern University. Lisa K. Sperling (2003). Instructor, part time, Education. B.S., University of Minnesota; M.A., Mankato State University. Richard J. Spratt (1996). Instructor, part time, Social Work. B.S.W., Augsburg College; M.S.W., University of Minnesota. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota. Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern University; M.B.A., Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. Carla Steen (2007). Instructor, part-time, Theatre Arts. B.A., Augsburg College; M.F.A., Columbia University. John P. Stein (1992). Assistant Professor of Economics. B.S., University of Detroit; M.A., University of Illinois. Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Lisa J. Storey (2007). Instructor, part-time, Education. B.A., St. Mary’s University; M.S., Winona State University. Martha E. Stortz (2010). Bernard Christensen Professor of Vocation and Religion. B.A., Carleton College; M.A., The Divinity School, The University of Chicago; Ph.D., The Divinity School, The University of Chicago. Benjamin L. Stottrup (2005). Assistant Professor of Physics. B.A., University of Minnesota, Morris; Ph.D., University of Washington. Christopher K. Strand (2007). Instructor, part-time, Business Administration. B.S., Southwest Missouri State University; M.B.A., Metropolitan State University. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Michelle J. Strauch (2000). Instructor, part time, Health and Physical Education. B.S., North Dakota State University; M.S., University of Wisconsin-LaCrosse. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Tara K. Sweeney (1992). Assistant Professor of Art. B.S., University of Wisconsin-Stout; M.F.A., Minneapolis College of Art and Design. Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, clinical site director. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Ngoh Tiong Tan (1987, 2006). Professor of Social Work. B.A., University of Singapore; M.S.W., University of Pennsylvania; Ph.D., University of Minnesota. Susan E. Taylor (2007). Instructor, part-time, English. B.A., California State University; M.F.A., University of Minnesota. Mary M. Thissen-Milder (2005). Instructor, part-time, Health and Physical Education. B.A., Iowa State University; M.A., Northeast Missouri State; Ph.D., University of Iowa. Michael D. Thompson (2002). Instructor, part time, Psychology. B.A., University of Minnesota; M.S.W., Fordham University; Ph.D., Pacific University. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. W. Lex Thompson (2007). Instructor, part-time, Art. B.A., New College of Florida; M.A., Yale University; M.F.A., San Francisco Art Institute. Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A., Temple University. Beth M. Torstenson (2003). Instructor, part time, Education. B.A., Augsburg College; M.A., University of Minnesota. Daniel O. Trainer, IV (1999). Instructor, part time, Modern Languages. B.A., Rochester Institute of Technology; M.A., Gallaudet University. Mark D. Tranvik (1995). Lilly Program Director and Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Cynthia K. Troy (1990). Instructor, part time, Psychology. B.A., University of California, Santa Cruz; Ph.D., University of Minnesota. Fidel Xinico Tum (1993). Program Coordinator, Instructor, Center for Global Education. B.A., Francisco Marroquin University; M.Div., St. Paul Seminary. Leon M. Tyler (2007). Instructor, part-time, Business Administration. B.S., Northwestern University; M.B.A., University of St. Thomas. U-V Jeannine M. Uhlenkamp (2004). Instructor, part-time, Education. B.A., University of Minnesota; M.S.E., University of Wisconsin-River Falls. Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of California-Berkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Augsburg College 2010-2012 I 259 Pauline J. Utesch (2005). Assistant Professor of Nursing. A.D., Patricia F. Weiss (1991). Associate Professor, part time, Rochester Community College; B.S.N., Winona State University; M.A., Augsburg College. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. John W. Van Cleve (1996). Instructor, Modern Languages. B.A., Carleton College; M.A., Ph.D., University of Wisconsin. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Diane Vodicka (2008). Assistant Professor of Education. B.A., North Park College; M.Ed., Georgia Southwestern College;. Joseph M. Volker (1993). Instructor, part time, MAL Program. B.A., University of California-Irvine; M.A., Ph.D., University of Minnesota. Education. Paideia Associate-in-Residence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Kathleen Welle (2009). Instructor and coordinator, Nursing. B.S.N., University of Wisconsin; M.N., Augsburg College. Janis F. Weller (2006). Instructor, part-time, General Studies/ Art. B.A., Luther College; M.A., St. Mary’s UniversityMinneapolis, Ed.D., University of St. Thomas. Emanuelle Wessels (2010). Assistant Professor of Communication Studies. B.A., University of Iowa; M.A., Ph.D., University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Dale A. Weston (2001). Instructor, part time, American Indian Studies. B.A., Hamline University. Jean H. Whalen (1995). Instructor, part time, Education. B.S., M.A., University of Minnesota. Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. B.S., Mankato State University; M.S., Finch University of Health Sciences. Hans H. Wiersma (2004). Assistant Professor of Religion. B.A., University of California, San Diego; M.Div., Ph.D., Luther Seminary. Susan L. Williams (2002). Instructor, part time, English. B.A., M.A., A.B.D., University of Minnesota. Heather O. Willman (2005). Instructor, part-time, Education. B.A., Concordia College, Moorhead; M.A., University of North Dakota. Joel R. Wilson (2006). Instructor, part-time, Business Administration. B.A., University of St. Thomas; M.B.A., University of Minnesota. Roger W. Wiltgen (2007). Instructor, part-time, Business Administration. B.S., University of Wisconsin-Eau Claire; M.B.A., Winona State University. Angela J. Wyatt (1981). Studio Artist/Saxophone and Clarinet, part time, Music. B.A., St. Olaf College; M.M., Northwestern University. W Todd R. Wadsworth (2002). Instructor, part-time, Mathematics. B.A., Middlebury College; M.A., Pepperdine University. David O’Brien Wagner (2005). Instructor, part time, Art. B.S., B.A., Washington State University. Dana Wagner (2008). Assistant Professor of Education. B.A., Saint Olaf College; M.Ed., University of Minnesota. Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya; Ph.D., University of Minnesota. Andrew Ward (2001). Instructor, part time, Business Administration/Philosophy. B.A., Luther College; M.A., Ph.D., University of Kansas. David B. Washington (1997). Instructor, part-time, Business Administration. B.A., J.D., University of Pittsburgh. Martha A. (Cary) Waterman (1991). Assistant Professor of English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Colleen K. Watson (2006). Instructor, part-time, Business Administration. B.A., University of Minnesota; M.A.L., Augsburg College. Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia Community College; B.S., South Dakota School of Mines and Technology; M.S., M.A., Ph.D., University of Minnesota. Paula A. Watts (2008). Instructor, part-time, Social Work. B.S., St. Cloud State University; M.S.W., Augsburg College. Valerie J. Webb (2001). Instructor, part-time, Religion. B.Sc. Honors, B.A., University of Queensland, Australia; Ph.D., Luther Seminary. Andrew T. Webster (2007). Instructor, part-time, Business Administration. B.A., College of St. Thomas; M.B.A., University of St. Thomas. 260 I Augsburg College 2010-2012 X-Y-Z John W. Yaeger (2007). Instructor, part-time, Social Work. B.B.A., University of Wisconsin-Madison; M.S.W., Loyola University. Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah. John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University; M.A., Ph.D., University of Utah. Henry Yoon (2009). Assistant Professor of Psychology. B.A., University of California; M.A., Ph.D., University of Minnesota. Faculty Emeriti Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Julie H. Bolton Professor Emeritus of Theatre Arts. B.S., M.F.A., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. Robert S. Herforth. Professor Emeritus of Biology. B.A., Wartburg College; M.S., Ph.D., University of Nebraska. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University of Iowa. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of California-Berkeley. Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. John R. Mitchell. Professor Emeritus (granted posthumously 2010) of English. B.A. Maryville College; M.A., University of Tennessee. Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Gordon L. Nelson. Professor Emeritus of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Augsburg College 2010-2012 I 261 Curtis M. Paulsen Professor Emeritus of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Don Steinmetz Professor Emeritus (granted posthumously 2010) of Languages and Cross-Cultural Studies. B.A., M.A., Ph.D., University of Minnesota. Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. David L. Tiede (2005). Bernhard M. Christensen Professor of Vocation and Religion. B.A., St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of Pennsylvania. 262 I Augsburg College 2010-2012 Campus Location Linde Libra Driving I-35W Fr Take the onto Was Cedar Av The Augs 6th Street S. Oren G Center I Ri Lindell Library F B C e. S. J Murphy Square I-94 Wes Take Rive Avenue. T your left. L Athletic Field Interstate 94 West Interstate 94 East Parking Information 7th Street S. Kennedy Center Butler Place I-94 Eas Take 25t Avenue, t Augsburg 25th Ave. S. A M K 7 1/2 Street S. Urness Hall D Av 23rd Ave. S. E C 22nd Ave. S. 8th Street S. Old Christensen Main Center ide Music Building Sverdrup Hall C rs Foss Center 7th Street S. Anderson Hall ve 24th Ave. S. 21st Ave. S. 20th Ave. S. H Gateway ce tran t En Wes 4 9 I- Metro Riv ers ide /25 th A ve. Ex Disability access it F. Resident Parking Street parking on campus is posted for one-, two-, or fourhour limits. For certain major events on campus during G. Faculty/Staff Parking Resident I-35W fromB.the North Parking evenings and weekends, parking is also available in the comTake Washington Avenue exit and turn left on Washington muter and visitor lots. J. Faculty/Staff Parking C. Commuter Parking (curves right to become Cedar Avenue), turn left at Riverside Avenue, right at 22nd Avenue South. K. Commuter Parking D. Faculty/Staff/Commuter/ Public Transportation Resident Parking Augsburg CollegeParking is located near two Metro Transit Light Rail I-94 East from Minneapolis L. Faculty/Staff/Commuter/Resident stations: the Cedar-Riverside station and the Franklin Avenue Take 25th Avenue exit, turn left at 25th Avenue, turn left at E. Resident Parking M. Fairview-University Parking Ramp to light rail, four Metro Transit bus lines station. In addition Riverside Avenue, turn left at 22nd Avenue South. keep Augsburg easily accessible to the greater metropolitan I-94 West from St. Paul area: routes 2, 7, 19, and 24. For more information about Take Riverside exit, turn right at Riverside Avenue, turn left Metro Transit schedules and routes, call 612-373-3333 or go at 22nd Avenue South. online to www.metrotransit.org. I-35W from the South Follow the I-94 St. Paul signs (move to right lane after each of two mergers). Take 25th Avenue exit and turn left at Riverside Avenue, turn left at 22nd Avenue South. Public Parking A. to Visitor Parking Directions Campus Augsburg College 2010-2012 I-35W fr Follow th right lane 25th Ave turn left a campus w Hiawatha From the block eas Avenue/2 blocks (o and follow Visit met and from I 263 Index A About Augsburg 10, 15 Academic Advising 28 Academic Calendar 6, 36 Academic Divisions 37 Academic Excellence Scholarships 23 Academic Information 36 Academic Internships 46, 64 Academic Policies and Procedures 48 Academic Progress, Probation and Dismissal 60 Academic Skills Office 28 Access Center 30 Accessibility 15 Accounting 66 Accreditation and Memberships 11, 14, 15 Achievement Scholarships 23 Admissions 13, 17 Administrative Officers of the College 247 Advanced Placement Program Test (AP) 59 Advanced Transfer Students 52 African American Student Services (see Pan-Afrikan Student Services) 15 American Indian Studies 67 American Indian Student Services 30 American Sign Language 166 Anderson Hall 13, 33 Anne Pederson Women’s Resource Center 27 Application Procedures 17, 22 Applied Economics 114 Architecture Minor 71 Art 70 Art and Architectural History 73 Art History 70 Asian American Student Services (see Pan Asian Student Services) 31 Assessment of Previous Learning (APL) Program 59 Associate in Ministry 220 Associated Colleges of the Twin Cities (ACTC) 10, 38, 42 Associated Support Organizations 14 Athletic Affiliation 15 Athletics and Sports 27 Audit Fee 20, 21 Auditing Courses 59 Augsburg Abroad 42 Augsburg Core Curriculum 54-57, 75 Augsburg Experience 56 Augsburg First Year 56 Augsburg for Adults 12 Augsburg Seminar 56, 75 Augsburg Signature Curriculum 54, 75 264 I Augsburg College 2010-2012 B Bachelor of Science (Liberal Arts requirement modifications) 57 Beta Beta Beta 78 Biology 77 Board of Regents 245 Business (Master of Business Administration) 48 Business Administration 84 Business Administration and Economics Major 84, 115 Business Administration (Music Business Specialization) 84, 182 Business Management Certificate 92 C Calendar 6, 36 Campus Kitchen 46 Campus Location 12, 15, 263 Campus Map 263 Campus Ministry 26 Campus Tours 17 Canadian Program 48 Career Services 45 Center for Global Education 44, 155 Center for Learning and Adaptive Student Services (CLASS) 28 Certificates 48 (MBA), 71, 83, 181, 185 Change of Program 50 Chemistry 97 Chinese 165 Chapel 13, 26 Choir 190 Christensen Center 13, 27 Class Schedule 64 Classification (Class Year) 59 Clinical Laboratory Science 101 Coaching Certification 140 College Costs 20 (Day), 21 (Weekend) College Level Examination Program (CLEP) 59 College of the Third Age 12, 13 Commencement 61 Commons 33 Communication Studies 105 Communication Arts/Literature Teacher Licensure 38, 106, 128 Community Service-Learning 46 Community Studies Concentration (Sociology) 228 Computational Economics 111 Computational Philosophy 111, 198 Computer Science 110 Concert Band 190 Connections Courses 75 Continuing Education Program 48 Cooper’s Coffee Shop 27 Core Curriculum 54-57 Costs 20-21 Counseling 32 Counseling and Health Promotion 13, 32 Course Descriptions 64-243 Course Numbers 64 Credits 64 Crime and Deviance Concentration (Sociology) 228 Crossover Registration 50 F Dean’s List 61 Degree Verification 61 Degrees Offered 15, 36, 51 Departmental Comprehensive Exams 59 Departmental Honors (see each major) Departments and Programs 64-243 Deposits 20 Development 8 Directed Study 65 Directory 8 Directory Information 34, 62 Disability Services 30 Dismissal 60 Discrimination Complaints 34 Divisions and Departments 37 Dormitories 13, 33 Dual Degree Programs 41, 126 Facilities and Housing 13, 33 Facts and Figures 15 Faculty 12, 15, 36, 247 Faculty Emeriti 261 FAFSA (Free Application for Federal Student Aid 22 Family Educational Rights and Privacy Act (FERPA) 34, 62 Farsi 165 Federal Work Study Program 24 Fees 20 Film 138 Finance 89 Finance Certificate 83 Financial Aid 15, 22 Financial Policies 21 Fine Arts 27 Fitness Centers 32 Food Service 33 Foreign Languages (See Languages and Cross-cultural Studies) 165 Forensics 106 Former Students 18, 50 Foss, Lobeck, Miles Center for Worship, Drama, and Communication 13 Foundations of Fitness 56, 140 French 138 First-years 17 E G D Economics 114 Economics/Business Admin. Major 84, 115 Economics/Political Science Teaching Major 207 Edor Nelson Field 13 Education 117 Education for Service 10 Education (Master of Arts) 47 Elementary Education 118 Emotional/Behavioral Disabilities 124 Employment 24 Engaging Minneapolis 56 Engineering 126 English 127 English Language Learners (ELL) 55, 60 English Placement Test 129 Enrollment 15 Enrollment Center 8, 49 Enrollment/Degree Verification 61 Enrollment Deposit 20 Ensembles 190 Entry-level Skills 55, 76 Environmental Studies 136 Ethnic Student Services 30 Evaluation and Grading 58 Evangelical Lutheran Church in America (ELCA) 11, 15, 246 Experiential Education Programs 46 Explanation of Grades 58 Exploring Our Gifts (Vocation) 26 Gage Center for Academic Achievement 28 German 138 Gift Assistance 24 Global Education Center 13, 44, 155 Global Education Program Courses 44, 155 Grade Point Average 53, 59 Grading 58 Graduate Programs 47 Graduation (Applying for) 52, 61 Graduation Skills Requirements 57 Graduation Requirements 51 (catalog), 52 Grants 24 Graphic Design Certificate 71 Gymnasium (Melby Hall) 13 H Health and Physical Education 139 Health Clinic Services 32 Health Education 139 Health Fitness 139 Health Insurance 32 Health Promotion 32 HECUA Courses 45, 163 Higher Education Consortium for Urban Affairs (HECUA) 45, 163 Hispanic/Latino Student Services Program 31 History 143 Augsburg College 2010-2012 I 265 History of Augsburg College 10 Honors (Departmental—see each major) Honors (Latin) 61 Honors Program 39, 148 Housing 13, 20, 33 Human Relations (Communication Studies) 105 I Ice Arena 13 Incomplete Grade 58 Independent Studies 65 Information Technology Certificate 83 Information Technology Services 36 Inter-Institutional Programs 42 Inter-Race 14 Intercollegiate Athletics 27 Interdisciplinary Studies 151 International Baccalaureate Program (IB) 59 International Business Minor 83 International Business Specialization (Business Administration) 84 International Business Concentration (International Relations) 153 International Partners 45 International Relations 153 International Student Advising 32 International Students 18, 32 International Studies 155 Internships 46, 64 Intramural Athletics 27 J Japanese 165 K Kennedy Center 13, 32 Keystone (Senior Keystone) 57, 75 L Languages and Cross-cultural Studies 165 Latin Honors 61 Law and Society Concentration (Sociology) 228 Leadership (Master of Arts) 47, 87 Leadership Studies Minor 151 Leadership, Service, and Performance Scholarships 23 Learning Disabilities (Special Education) 124 Learning Disabilities Program 28 LGBTQIA Support Services 31 Liberal Arts (Bachelor of Science Waiver) 57 Liberal Arts Foundation 54, 57 Library and Information Technology 13, 15, 36 Licensure (Teaching; see also individual majors) 38, 117, 191, 223 Life Sciences 77 Lifetime Fitness 56 Lindell Library 13, 15, 36 Loan Assistance 24 266 I Augsburg College 2010-2012 Location 13, 15, 263 Luther Hall 13, 33 Lutheran Congregational Scholarships 23 M Majors and Minors 10, 37, 51, 64 Management Information Systems 170 Management Specialization (Business Administration) 93 Managerial Accounting 87 Many Voices Project 56 Map 263 Marketing 84 (WEC), 95 Marketing Emphasis (Communication Studies) 105 Mass Communication and Journalism (Communication Studies) 105 Master’s Degrees 36, 47, 87 Math Placement Group (MPG) 55, 173 Mathematics 171 McNair Scholars Program 29 Medical Refund 22 Medieval Studies 176 Melby Hall 13 Memberships 14, 15 Memorial Hall (Sverdrup-Oftedal Memorial Hall) 13 Metro-Urban Studies 178 Middle East Studies Minor 151 Military Called to Active Duty 50 Minnesota Indian Teacher Training Partnership (MNITTP) 30 Minnesota Work Study Program 24 Minors (see individual departments and programs 64) MIS Courses 93 Mission Statement 10 Modern Language Skill 55 Mortensen Hall 13, 33 Murphy Place (2222 Murphy Place) 13 Music 181 Music Business 84, 182 Music Education Major 183 Music Ensembles 190 Music Hall 13 Music Performance Major 184 Music Repertoire Tests 186 Music Therapy Equivalency/Certification 181, 185 Music Therapy Major 184 N Nabo 33 National Student Clearinghouse 61 Natural Science Teaching Licensures 191 Nordic Area Studies 193 Norwegian 168, 193 Notification of Admissions Decision 17 Numeric Grades 58 Numbering of Courses 64 Nursing 195 Nursing (Master of Arts and Doctor of Nursing Practice) 47 O Officers of the College 247 Official Notices 34 Ojibwe 168 Old Main 13 Orchestra 190 Oren Gateway Center 13, 33 Organizational Communication (Communication Studies) 105 Orientation 26 P, Q Pan-Afrikan Student Services 31 Pan-Asian Student Services 31 Partner Hospitals Program 12, 48 Part-Time Students 20 Pass/No Credit 52, 58, 59 Pastor 26 Payments 21 Peace and Global Studies Minor 154 Performance Studies 184 Petition Process (Student Standing Committee) 50 Philosophy 198 Physical Disabilities Program (Access Center) 30 Physical Education 139 Physical Science Teaching Licensure 38, 97, 191, 203 Physician Assistant Studies (Master of Science) 48 Physics 202 Piano Proficiency Test 181 Policies 14, 15, 21, 34, 48, 58, 60 Political Science 206 Political Science/Economics teaching major 207 Portfolio Assessment Program 60 Pre-Law Concentration (Political Science) 206 Pre-Professional Programs 38 Prerequisites 64 Probation 60 Psychology 211 Psychology and Law Concentration 211 Public Accounting 87 Public Policy and Political Change in Political Science 206 Public Relations and Advertising (Communication Studies) 105 R Re-Admitted Students (Catalog applicability/Second majors and Degrees) 18, 51 Recitals 185 Refunds 21 Regents 245 Registration 48 Religion 216 Religious Affiliation 10, 15, 54, 246 Repeated Courses 59 Research Opportunities 30 Residence Life Program (see also Housing) 13, 20, 33 Residence Requirements 53 Retaking courses 59 Rochester Program 12, 48 Room and Board 20 ROTC 42 S Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies Term 45, 193 Scholarships 22 Scholastic Connections 31 School Year 6, 15 Science Hall 13 Secondary Education 120 Senior Keystone 57, 75 Service-Learning 46 Sigma Pi Sigma 203 Skills Requirements 52, 55, 75 Social Psychology Concentration (Sociology) 228 Social Studies 223 Social Welfare Minor 224 Social Work 224 Social Work (Master of Social Work) 48 Society of Physics Students 203 Sociology 228 Space Physics 203 Spanish 232 Special Education 124 Special Interest Housing 33 Special Students (Non-Degree or Second Degree) 18 Sports 27 StepUP Program 30 Student Center 27 Student-Designed Major 37 Student Employment 24 Student/Faculty Ratio 15 Student Government 26 Student Life 26 Student Rights 34, 61 Student Standards of Behavior, Complaints, Records 34 Student Standing Committee 50 Student Support Services (TRIO) 29 Student Teaching Abroad 45, 117 Studio Art 70 Study Abroad 42, 155 Summer Session 6, 42 Supervisory Management (Communication Studies) 105 Support Programs 28-32 Sverdrup Hall 13 Sverdrup-Oftedal Memorial Hall 13 T Teaching Licensure (see also individual majors) 38, 118, 191, 223 Test Scores 17 Theatre Arts 233 Transcripts 17 Transfer Students 18, 27, 51 Augsburg College 2010-2012 I 267 TRIO Program 29 Tuition, Fees, Room and Board 20 U Undergraduate Research and Graduate Opportunity (URGO) 30 Unofficial Withdrawal 22 Urban Studies 239 Urness Hall 13, 33 V Veterans 61 Vocation 26, 54 W Weekend College 12, 17, 21, 48 Withdrawal From College 21, 50 Women’s Resource Center 27 Women’s Studies 240 Work Study Program 24 Writing Concentration 127 X, Y, Z Youth and Family Ministry Major 215, 243 268 I Augsburg College 2010-2012
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Title: Augsburg College Graduate Catalog, 2010-2011
Collection: Course Catalogs
Search Result: 2010-2011 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2010-2011 O...
Show more 2010-2011 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2010-2011 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or telephone inquiries. Published December 2010 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral degree program—the Doctor in Nursing Practice program. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Augsburg College I 3 Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Graduate Catalog I 4 Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President 3 Greeting from the Academic Affairs Office 4 Directory of Offices and Programs 6 About Augsburg College Mission Statement 7 Degrees Offered 7 Minneapolis and Rochester Locations 7 Accreditation, Approvals, and Memberships 9 Facts and Figures 10 Academic Programs and Policies Academic Calendars 12 Academic Policies 12 Evaluation of Transfer Credit 14 Student Rights 14 Graduate Admissions Admission to Augsburg College 16 Readmission to the College 16 Admission of International Students 16 Foreign Credential Evaluation 16 Financing Your Education Costs of Graduate Study 18 Payment Options 18 Sources of Financial Aid 18 Applying for Financial Aid 19 Refund Schedule 19 Graduate Programs Master of Arts in Education 20 Master of Arts in Leadership 34 Post-Master’s Certificate in Leadership Studies 40 Dual degree—BA, Accounting/Master of Arts in Leadership 40 Master of Arts in Nursing 43 Doctor of Nursing Practice 49 Master of Business Administration 54 Concentrations and Certificates 57 Dual degree—Master of Social Work/MBA 58 Master of Science in Physician Assistant Studies 61 Master of Social Work 68 Dual Degree with Luther Seminary—MSW/MA, Theology 75 Dual degree—MSW/Master of Business Administration 76 College Information Maps (Minneapolis and Rochester campuses) 81 Augsburg Board of Regents 82 Augsburg College I 5 Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts International Student Advising (ISA): 612-330-1686 or http://www.augsburg.edu/isa/ Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-330-1000 Graduate Catalog I 6 About Augsburg College About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. the following graduate programs: Master of Arts in Education (MAE)—see p. 20 Master of Arts in Leadership (MAL)—see p. 34 Master of Arts in Nursing (MAN)—see p. 43 Master of Business Administration (MBA)—see p. 54 Master of Science in Physician Assistant Studies—see p. 61 Master of Social Work—see p. 68 Doctor of Nursing Practice—see p. 49 Mission Statement Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers Dual degrees: BA in accounting/MAL—see p. 40 MSW/MBA—see p. 58 and 76 MSW/MA in theology, with Luther Seminary—see p. 75 A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Missis- Augsburg College I 7 About Augsburg College sippi River and the Seven Corners theatre district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Graduate Admissions Office at 612-330-1101 or the Rochester program office at 507-288-2886. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper’s Coffee Shop, the Commons dining areas, Christensen Center Art Gallery, and offices for student government and student publications. Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library The Graduate Admissions Office is located on the upper level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Augsburg for Adults Office Kennedy Center Admissions Offices Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Augsburg Abroad This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Graduate Catalog I 8 Melby Hall About Augsburg College Murphy Place Murphy Place is home to three of the four components of the Office of International Programs—Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. ing the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and off-campus. Computing Students have access to over 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Inside Augsburg web page http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur- • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) Augsburg College I 9 About Augsburg College • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. • Enrollment (fall 2010)—4,109 students from 26 countries. Graduate student enrollment is 920. • Alumni—Appox. 24,000 alumni since 1870, including over 1,200 graduate program alumni. • Student/Faculty ratio—13 to 1 • Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP • Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. • Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. • Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. • Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy on page 66.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. • Campus—18 major buildings. Major renovations to classrooms in 2007. • Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Graduate Catalog I 10 FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands About Augsburg College that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very Augsburg College I 11 Academic Programs and Policies Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P Represents work at 3.0 or higher (not counted in grade point average) N No credit (not counted in grade point average) V Audit W Withdrawn I Incomplete X In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Graduate Catalog I 12 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, in- Academic Programs and Policies cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Degree Requirements Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). Augsburg College I 13 Academic Programs and Policies The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. Graduate Catalog I 14 The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. Academic Programs and Policies College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) Augsburg College I 15 Graduate Admissions Graduate Admissions Admission to Augsburg College Readmission to the College All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education—p. 20 www.augsburg.edu/mae MA, Leadership—p. 34 www.augsburg.edu/mal MA, Nursing,—p. 43 www.augsburg.edu/ma_nursing DNP—p. 49 www.augsburg/edu/dnp MBA—p. 54 www.augsburg.edu/mba MS, PA Studies—p. 61 www.augsburg.edu/pa MSW—p. 68 www.augsburg.edu/msw Proof of English Competency The TOEFL (Test of English as a Foreign Language) is required for all students for whom English is a secondary language, except those who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work in the U.S. (seven or more courses). In order to receive an F-1 visa, federal regulations require international applicants to be sufficiently proficient in English to pursue a full course of study. To fulfill this requirement Augsburg graduate programs require international applicants to submit an official score report from the Test of English as a Foreign Language (TOEFL) with a minimum score of 100 (iBT), 250 (CBT) or 600 (PBT). The TOEFL is waived for applicants who have a four-year degree from a U.S. institution with a minimum of two years of successful academic work completed in the U.S. (seven or more courses). Graduate Catalog I 16 Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited U.S. bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) Graduate Admissions The evaluation report must be sent directly to Augsburg’s Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Augsburg College I 17 Financing Your Education Financing Your Education Costs for Graduate Studies Sponsored Scholarships Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is non-refundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Graduate Catalog I 18 Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • a member of the military currently serving full or part time (any branch) • veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Augsburg for Adults undergraduate and graduate programs. Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. Tribal and State Indian Scholarships American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Financing Your Education Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students ingood academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Finanical Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Contact the Enrollment Center For information on cost, payments, financial aid, tuition discounts, and refunds: 612-330-1046 or 1-800-458-1721 enroll@augsburg.edu www.augsburg.edu/enroll Augsburg College I 19 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Graduate Catalog I 20 Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service edu- cation and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school specialty area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. • K-12 special education, emotional and behavioral disabilities • K-12 special education, learning disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: • Pre-Kindergarten endorsement • K-12 special education: emotional and behavioral disabilities • K-12 special education: learning disabilities • K-12 reading endorsement (This program is under revision. Consult the Education Department for current status.) Augsburg College I 21 Master of Arts in Education All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. For a complete list of accreditations, approvals, and memberships, see page 9. area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet two or three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty Graduate Catalog I 22 Curriculum—Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-kindergarten can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) Master of Arts in Education EED 342 EED 350 EED 360 EED 370 EED 380 EED 386 EED 481,483 K-6 Methods: Music (.25) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* K-6 Methods: Social Studies (.5) Kindergarten Methods (.5)* Children’s Literature (.5) Student Teaching (2.0) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-K endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the knowledge and theory underlying those approaches. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) Augsburg College I 23 Master of Arts in Education EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over the course of the trimester, students will begin to construct an understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) Graduate Catalog I 24 EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through self-eval- Master of Arts in Education uation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EDC 490/580 School and Society See course description on page 23. ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). Augsburg College I 25 Master of Arts in Education ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5– 12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. Graduate Catalog I 26 K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 315 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Special Education Critical Issues Seminar (.5) Teaching Students with Emotional/Behavioral Disabilities (1.0)** Implementing Assessment Strategies (1.0)** Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices (1.0)** Parent and Professional Planning (1.0)** Master of Arts in Education Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525) EED 350 K–6 Methods: Math* EED 360 K–6 Methods: Science* SPE 481,483 Student Teaching (1.0-2.0) 485, 487 *Ten to 20 hours of field experience required as part of this course. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K–12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to the special education tribal cohort program. SPE 501 SPE 503 SPE 504 SPE 505 SPE 506 Historical and Contemporary Issues in American Indian Education Assessment of American Indian Learners Working with American Indian Families and Communities The Manifestation of Multigenerational Trauma and Internalized Oppression Indigenous Learners SPE 507 Indigenous Methods of Instruction: Practical Application SPE 508 Professional Issues and Development (.5 course credit) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483, Student Teaching (1.0–2.0) 485, 487 Special Education Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EED 225 Foundations of Literacy See course description on page 23. EED 325/525 K-6 Literacy Methods See course description on page 24. EED 326 Literacy Field Experience (0.0) Taken concurrently with EED 325/525. See course description on page 24. EED 350 K-6 Methods: Mathematics See course description on page 24. EED 360 K-6 Methods: Science See course description on page 24. SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. (Prereq: Admission to department.) SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It ad- Augsburg College I 27 Master of Arts in Education dresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: Admission to department) SPE 501 Historical and Contemporary Issues in American Indian Education This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. (Prereq: Admission to the Naadamaadiwin program) SPE 502 American Indians and Special Education This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the department) SPE 503 Assessment of American Indian Learners This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 504 Working with American Indian Families and Communities This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression This course will focus on how multigenerational trauma and Graduate Catalog I 28 internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 506 Indigenous Learners This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 507 Indigenous Methods of Instruction: Practical Application Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 508 Professional Issues and Development (.5 course credit) This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and Master of Arts in Education motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department) K-12 Reading Teacher Endorsement SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission to department) The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. SPE 420/520 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: Admission to department). SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: Admission to department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the department). SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: Admission to department). SPE 481, 483, 485, 487 Student Teaching (1.0–2.0) The K-12 Reading Teacher Endorsement program is currently under revision. The program described here is available only to students beginning before September 1, 2010, and must be completed by August 31, 2012. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (1.0)* ESE 500 Reading/Writing in the Content Areas (1.0)* EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (1.0)* EDC 510 Clinical and Reading Program Leadership (1.0)* *Field experience required Students beginning in fall 2010 or later who are interested in a K-12 Reading Endorsement should contact the Education Department. Student Teaching All education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary and secondary initial licenses lasts 12–14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching, depending on the license, and meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi- Augsburg College I 29 Master of Arts in Education ble, pending district approval. Additional information is available through the Education Department. Student teaching is required for the preprimary and middle school content area endorsements. See the Education Department for more information. A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the total number of required courses. To complete the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration. Leadership Application Project (LAP) Degree Completion Option This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases ML 513 Creating a Compelling Literature Review or EDC 592 Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students who leave the area and need to complete their final project at a distance may find the LAP fits their needs. The goal for the project varies, depending on the type of LAP. There are two options within the LAP. • The goal for those developing an educational product is to identify an issue or problem related to their practice, and Graduate Catalog I 30 after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or other appropriate educational product. • The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an adviser who is willing to provide support throughout the project. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Performance Assessment/Teacher Leadership Degree Completion Option (Currently under development; see MAE director for information.) This degree completion option requires a minimum of the following 4.0 courses: • Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as developed, may also be used. • EDC 5XX Teacher Leadership • EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if necessary) • EDC 5XX Performance Assessment/Teacher Leadership Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the licensure portion of the Master of Arts in Education program is now offered in Rochester. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. Elementary education The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students currently working with or Master of Arts in Education planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. tative and quantitative tools will be discussed. EDC 514/ML 514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on designing an independent research proposal. MAL Elective Courses MAE degree completion courses are currently held in Minneapolis. Graduate Degree Completion Course Descriptions EDC 5XX Teacher Leadership This course will explore generative questions about leadership, change, and our own paradigms, visions, and values. Questions like the following are at the heart of this course: What does it mean to you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader? What are the ways in which teachers can take leadership? What are the skills and tools of teacher leadership? How do we bring about change? Who am I as a leader? EDC 585 Leadership Application Project (LAP) The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. EDC 592 Action Research 1 This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. EDC 593 Action Research 2 The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. P/N grading. EDC 5XX Performance Assessment/Teacher Leadership This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Quali- At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 ML 511 ML 520 ML 530 ML 531 ML 545 ML 550 ML 560 ML 565 ML 599 Visions of Leadership: A Historical and Literary Journey Creativity and the Problem-Solving Process Self-Identity, Values, and Personal Growth Ethics in Communication The Dynamics of Change Decision Making and Leadership Communication, Decision Making, and Technology Developing a Multicultural Perspective Women and Leadership Special Topics (as appropriate) Admission to MAE Admission Requirements Students admitted into the MAE program must have: • bachelor’s degree from a regionally-accredited four-year institution • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the graduate licensure program. They may apply to the MAE full licensure and degree program after achieving 3.0 or better in two (2.0) Augsburg courses. Application Checklist The following items must be sent to the Augsburg Graduate Admissions Office: • Completed application form— http://www.augsburg.edu/admissions/mae/admissions/ • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the admissions office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Augsburg College I 31 Master of Arts in Education Transfer Policy Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. tion Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of 2.0 courses. When this is achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted to the MAE program and eligible for the MAE degree as well as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license but are not eligible for the degree. Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department adviser early in the first trimester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Educa- Graduate Catalog I 32 Minimum Grade Policy Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are notified that they must repeat the course as soon as possible and raise it to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA. Students have the right to use the College’s academic grievance procedure as they feel necessary. The full academic grievance policy is available in the Augsburg Student Guide. Master of Arts in Education Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the registrar’s office. Program Costs In addition to tuition, students in this program can expect to pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. MAE/Education Department Full Time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Shelley Burkhardt, Instructor of Education. BA, Valparaiso University; MS, Mankato State University. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Dennis Greseth, Instructor of Education. BA, MS, Winona State University. Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of Wisconsin-Madison. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Lynn Lindow, Associate Professor of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Dana L.Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. MAE/Education Department Adjunct Faculty Kathy Acursso, Instructor of Education. BS, MS, Mankato State University. Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University. Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University. Cheryl Gresczyk, Instructor of Education. BA, University of Minnesota; MA, College of St. Thomas. Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University. Jennifer Plucker, Instructor of Education. BS, Moorhead State University; MEd, St. Mary’s University-Winona. Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas. Melissa Sonnek, Instructor of Education. Augsburg College I 33 Master of Arts in Leadership Master of Arts in Leadership Welcome to the Master of Arts in Leadership (MAL) program’s catalog. Launched in 1987, the program has been a vital part of the Augsburg College curriculum ever since. The MAL program offers students an excellent opportunity to explore leadership within the context of the liberal arts. The program design broadens the skills and mindset you need to improve your leadership capabilities in your current and future positions, as well as in your life. The MAL program is taught by senior Augsburg faculty from a variety of disciplines. The faculty are committed to an interdisciplinary approach to leadership studies. Our students represent a wide array of occupations including business, health care, and the nonprofit sector. This diverse learning community provides a rich environment for you to explore leadership beyond your own realm of expertise. Our program will help you develop skills you need to be an effective leader in an ever-changing world. Students frequently tell me that the program has changed their lives, has sharpened their understanding of themselves and others, and has opened doors that would otherwise have remained closed. To learn even more about the program, visit our website at www.augsburg.edu/mal. I would be happy to help you determine how Augsburg’s Master of Arts in Leadership program may benefit you. You may contact me via e-mail at noonan@augsburg.edu or by telephone at 612-330-1198. I look forward to seeing you on campus soon! Norma C. Noonan, PhD Director, Master of Arts in Leadership Program Graduate Catalog I 34 Master of Arts in Leadership MAL Mission The primary purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The Master of Arts in Leadership (MAL) is the core program of Augsburg’s Center for Leadership Studies (CLS). The MAL program, which was launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face; an ability to achieve solutions consistent with an organization’s mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, most classes meet on alternate Saturdays for four hours. Some classes meet on Monday evenings weekly from September through May and two evenings a week in June. Most courses incorporate some online work into their agenda. A few courses have a customized schedule. In the Monday night schedule, students take one course at a time; a course usually meets for seven consecutive weeks except in June, when a course may meet twice a week. Following this model, students complete six courses during the academic year. Community of Learners Essential to the goals of the MAL program is participation in a community of learners. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master’s program. A sample class schedule in the MAL program on the Minneapolis Campus Period I Saturday 8 a.m. to noon Period II Saturday 1 p.m. to 5 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. Augsburg College has a summer session. The MAL program usually offers several classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. Class Schedule in Bloomington, 2010-11 At the St. Stephen Campus in Bloomington, most courses meet for seven consecutive weeks on Monday, 6–10 p.m., from September through May. Students take one course per half term as they progress through the program. In June a course is taught on an accelerated plan either two evenings a week or one weekend day. The final course, ML 588, lasts a full trimester. Leadership Development Model Leadership Development Model—Augsburg College The MAL program promotes leadership as a process that • inspires cooperation among people who must compete for limited resources, • promotes productivity within and beyond the organization, and • works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Augsburg College I 35 Master of Arts in Leadership Leadership Development Model Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • Long-term perspective • Flexibility • Adaptability • Innovativeness Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Curriculum Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with it successfully requires well-developed integrative abilities. In Plans A, B, and C, students take four core courses and have a choice of seven electives from a large list of elective courses. In the cohort program, students follow a sequenced list of required and elective courses. Final project options For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C). Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a Pass/No Pass basis. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a Graduate Catalog I 36 Facility for Persuasion Communicative • Effective listener • Effective speaker • Effective writer • Diplomatic ability • Effective team member • Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences Decisive • Self-confidence • Analytical ability • Ability to think critically • Understanding of research • Ability to manage conflict thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses, two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 courses, including the comprehensive exam seminar. In the cohort program, students complete 11 courses, including an action research final project seminar (Plan D). Plan A: Thesis/LAP Option Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together” what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy on page 12. Master of Arts in Leadership Plan B: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy on page 12. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a pass/fail basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program requirements will be satisfied. Plan D: Final Project (Cohort Program) The cohort option includes a final seminar in which one prepares an action research project during the course of one trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar: Action Research Core courses for the thesis/LAP option (Plan A): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II Core courses for non-thesis option (Plan B): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 597 Non-Thesis Independent Project Core courses for the comprehensive exam seminar option (Plan C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar Core courses for the cohort final project program (Plan D) (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 588 Final Project Seminar: Action Research In addition, a sequenced list of electives is prepared for each cohort. Elective courses for ALL options: Curriculum Electives (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0 course credit (4 semester credits): ML 511 Creativity and the Problem-Solving Process ML 513 Creating a Compelling Literature Review ML 520 Self-Identity, Values, and Personal Growth ML 525 Personality and Systems Theory: Perspectives on Leadership ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organization Theory and Leadership ML 538 Communication Skills for Leadership ML 539 Communicating a Self in the Modern Organization ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 548 Coaching and Consulting ML 550 Communication, Decision Making, and Technology ML 553 Design and Leadership ML 557 Language of Leadership ML 558 Leadership and Science ML 560 Developing a Multicultural Perspective ML 562 Global Multiculturalism, World Religions, and Leadership ML 565 Women and Leadership ML 568 The Global Business Environment ML 570 Negotiation ML 574 Strategic Leadership ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience ML 580 ML 598 ML 599 Colloquium on Contemporary Theories of Leadership (elective for Plan A) Independent Study (special permission required) Topics: special courses offered only once or twice Augsburg College I 37 Master of Arts in Leadership Course Descriptions ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 513 Creating a Compelling Literature Review As leadership scholars and practitioners, our work should be evidence-based. The purpose of this course is to explore the published literature to determine what credible evidence tells us about effective leadership practices. Students will learn how to read research critically, analyze and develop arguments, and recommend best practices. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. ML 525 Personality and Systems Theory: Perspectives on Leadership Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered, as are the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Graduate Catalog I 38 ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 535 Organization Theory and Leadership In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 538 Communication Skills for Leadership The course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. A substantial performance component is included; evaluation of student work is based on mastery and performance of these skills. Students will perform communicative tasks in a variety of genres and evaluate their own performances and those of class members. ML 539 Communicating a Self in the Modern Organization Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. ML 540 Political Leadership: Theory and Practice Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. ML 545 Decision Making and Leadership Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. ML 548 Coaching and Consulting The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, Master of Arts in Leadership and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 553 Design and Leadership “Design thinking” has transcended the world of engineering and architecture and is now a mainstream concern for most industries. This course explores the impact of “design thinking” on leadership, especially in the business world. ML 557 Language of Leadership Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 558 Leadership and Science Explores the common methods of science and the issues that science has encountered which affect the uses of science by leaders in the public and private sectors. Case studies include global warming and politics, psychology, and medicine. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 562 Global Multiculturalism, World Religions, and Leadership In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion as an essential feature of the cultures of the U.S. (Christianity), the Middle East (Islam), India (Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special emphasis is put on leadership and religion in all these cultures. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. ML 568 The Global Business Environment Knowledge of the global business environment in the context of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of leadership. ML 570 Negotiation An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. ML 574 Strategic Leadership The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit organizations are explored. Special fees apply. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML 510) Required for Plans B, C, and D. ML 588 Final Project Seminar: Action Research (Plan D) In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. This course will span two half-terms (one full trimester). ML 589 Comprehensive Exam Seminar This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination series—oral, written, and take-home—through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. ML 592 Thesis/LAP Consultation I Independent research project supervised by an academic adviser. Augsburg College I 39 Master of Arts in Leadership ML 593 Thesis/LAP Consultation II Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project Major written project in an area of the student’s choice, to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. ML 598 Independent Study Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Special Programs Post-Master’s Certificate in Leadership Studies Graduate students who already possess a master’s degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership development, or the liberal arts. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the post-master’s certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Graduate Catalog I 40 General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper • GPA of at least 3.30 • Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller. Admission to MAL Admission Requirements Applicants to the program must have: • Bachelor’s degree from a regionally-accredited four-year college or university • Minimum cumulative undergraduate grade point average of 3.0 (on a scale of A = 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis. • Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. • Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following materials must be submitted to the Graduate Admissions Office: • Completed application form • $35 nonrefundable application fee • A 1–3 page statement relating the applicant’s career and life goals to leadership aspirations Master of Arts in Leadership • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Graduate Admissions Office, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students on page 16. Academic Policies Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate a student must have a G.P.A. of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Office of the Registrar. Students who have been out of the program for three to five years must take one additional course to refresh their understanding of the field. Students who have been out of the program for five years or longer must take two additional courses to refresh their understanding of the field of leadership studies. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, see page 9. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate faculty member in organizational management, Concordia University, St. Paul. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota. John Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA, University of Rhode Island. Daniel S. Hanson, Assistant Professor of Communication Studies. BA, Augsburg College; MA, University of Minnesota. Garry Hesser, Sabo Professor of Citizenship and Learning. BA, Phillips University; M.Div., Union Theological Seminary; MA, PhD, University of Notre Dame. Augsburg College I 41 Master of Arts in Leadership David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana University. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MS, Academy of Economics, Warsaw; PhD, Academy of Economics, Krakow, Poland. Catherine Paulsen, Instructor. BA, St. Olaf College; MA, Lone Mountain College. Curtis Paulsen, Associate Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, Fielding Institute. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, MA, Program Coordinator Graduate Catalog I 42 Master of Arts in Nursing Master of Arts in Nursing Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice and advance your careers. The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural nursing in community or transformational nursing leadership tracks of study. The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness. In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and responsible leaders. Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program Augsburg College I 43 Master of Arts in Nursing Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. Curriculum Transcultural Nursing in Community The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC). Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all master’s students must take; five courses from the Transcultural Nursing in Community Track; and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care (36 practice hours) NUR 503 Transcultural Health, Families, and the Life Cycle (36 practice hours) NUR 541 The Politics of Health Care (72 practice hours) Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community (36 practice hours) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities (72 practice hours) Graduate Catalog I 44 or NUR 530 NUR 532 The Power of Ritual and Ceremony for Transformation** Transcultural Healing Practices** Electives—two graduate elective courses from Nursing, MAL, or another graduate program. *Students seeking certification as an Advanced Public Health Nurse from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. **Course has 0 practice hours. Graduate Project—students are required to complete a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project (144 practice hours) Transformational Leadership and Management The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students’ competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a transformational leadership project course. Three courses in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in the Transformational Leadership and Management Track, and three elective courses make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nurs ing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transformational Nursing Leadership Track (four courses)* NUR 501 Transcultural Care Systems (36 practice hours) Master of Arts in Nursing NUR 521 BUS 520 ML 541 Transformational Nursing Leadership (72 practice hours) Management of the Healthcare Organization The Politics of Health Care (72 practice hours) Electives—three graduate elective courses from Nursing, MAL, or another graduate program. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students have the educational preparation to be eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone of the master’s program: a graduate field project or course. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. In the three core courses students will develop a plan for their final field project, which will be completed in NUR 525. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. Practica These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by practice site. Graduate Project Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica, all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across healthcare settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-Campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg’s Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities offer four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and healthcare challenges within Course Descriptions NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural healthcare organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the Augsburg College I 45 Master of Arts in Nursing function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community This course focuses on persons, families, and groups living in relationship. Emphasis is on applying the core functions of community/public health—assessment, policy development, and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. (Prereq.: NUR 510) (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) (36 hours of practice experience) Graduate Catalog I 46 NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (36 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice experience) NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. Master of Arts in Nursing NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and the Millennium Development Goals (MDGs) in Sub-Saharan Africa This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts that underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g., issues of access and cost. Admission to MAN • Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework • Experience as a registered nurse • Current nursing license • All required immunizations • National Criminal Background check A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter (January), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Graduate Admissions Office: • Completed application form— www.augsburg.edu/ma_nursing/ • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant’s professional and educational goals • Three letters of recommendation—in English—addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations • Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred. An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission Requirements Academic Policies Applicants into the Master of Arts in Nursing program must have: • Bachelor’s degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree. Evaluation Standards Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12. Augsburg College I 47 Master of Arts in Nursing Attendance Policy Department of Nursing Faculty Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and course instructor. Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas. Academic Probation and Dismissal Policies Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. Credit and Contact Hours Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. Last Day to Withdraw from Class The last date on which students may withdraw from a class and receive a “W” on their records is available on the Grad/Weekend College calendar: www.augsburg.edu/enroll/calenders/index.html. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Graduate Catalog I 48 Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg College. Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Doctor of Nursing Practice Doctor of Nursing Practice The Doctor of Nursing Practice program prepares nurses to envision new models of advanced practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is placed on maximizing health within populations and communities through peaceful, collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN). Program Goals Graduates of the Doctor of Nursing Practice program will have advanced preparation to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities • Challenge conventional knowledge about illness through an ecological approach to social determinants of health • Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each term. As a part-time student, completion of the program is expected to be 32 months, including completion of the capstone project. The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge application among diverse cultural groups. The goal is to improve health and decrease inequities that lead to unnecessary morbidity and mortality in communities. Didactic A total of seven didactic courses constitute the DNP core, with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a month with a half-day for seminar on the subsequent day. sions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as follows: • (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12 weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester • (.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12 weeks = 72 “clock” hours of practicum time per semester • (.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12 weeks = 108 “clock” hours of practicum time per semester • (1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12 weeks = 144 “clock” hours of practicum time per semester Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will participate in a seminar (.25 course credits) every term until completion. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser. Curriculum Practica Didactic Courses Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer- NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic Between Knowledge and Engagement This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for Augsburg College I 49 Doctor of Nursing Practice acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context-specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence suited to particular transcultural issues, practice modes building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to concerns of people marginalized by dominant health systems. NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing Abundance This course in applied ethics focuses on health as a human right with emphasis on the development of skills in community building as citizen professionals. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. NUR 803 Transcultural Cosmologies and a Global Perspective This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to dverse cultural expressions of health and illness. NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and Health Care This course focuses on communities as the foundation of health by recognizing strength in community residents and models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be emphasized. Skill building in participatory action processes will occur. NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Graduate Catalog I 50 NUR 806 Ecology of Human Suffering in a World of Extremes This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bioscientific models of curing. Practica Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica are designed to develop students’ individual practice interests and skills. Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica into a plan of study include the following: • Practica will be completed incrementally throughout the DNP program. • Students may register for varying practica and credits each term, including summer • Practicum hours may be completed at the student’s job site, if approved by a supervisor and the nursing faculty adviser, but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP program expected student outcomes. • Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert knowledge related to a particular phenomenon of interest to the student. • Students will develop objectives for practicum experiences in collaboration with faculty advisers and keep a record of practicum work in a professional portfolio. • Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000 practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the DNP program. Doctor of Nursing Practice The following are examples of directed study practica and immersion practicum experiences developed and led by faculty in the DNP program: NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours) Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours) In this practicum students live on the Pine Ridge Indian Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care systems and beliefs about health and illness are compared and contrasted with Western biomedical care and the politics of health care provided through the Federal Government’s Indian Health Service (IHS) are examined. NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours) In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum hours) This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. NUR 752 Health Care on the Mexican–U.S. Border (0.5 course credits 72 practicum hours) This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the context of displaced communities. Participants meet face to face with immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of the U.S.– Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and efforts to achieve social justice. NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144 practicum hours) This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5 course credit, 72 practicum hours) Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of healthcare providers— in relation to the unequal burdens of suffering and disease evident in Africa. NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course credits, 144 practicum hours) Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience the challenges care systems face in providing health care within geographically and economically extreme contexts where isolation, poverty, and virulent disease are epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy provide opportunities to collaborate and practice with nurses and other healthcare professionals striving to provide culturally safe and effective health care to one of the world’s “first peoples.” NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5 course credits, 72 practicum hours) An immersion in the inner city of Minneapolis provides expe- Augsburg College I 51 Doctor of Nursing Practice rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among the community of people who visit the Augsburg Central Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore issues of health and social reality with cultural guides from the inner city populations and with nurses who work effectively with them. Seminars NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP) Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Elective courses Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing specialty focus. These credits may be chosen from within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by Master of Arts in Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of Arts in Education. This allows students to take optimal advantage of the richness and diversity of opportunities afforded through Augsburg College graduate programs. Admission to the DNP Admission Requirements Applicants to the Doctor of Nursing Practice program must have: • Earned master’s degree in nursing from a nationally accredited institution • GPA of 3.2 on a 4.0 grading scale in master’s in nursing program • A current unencumbered RN license to practice in the U.S. • Evidence of a completed graduate research course • Evidence of up-to-date immunizations • Satisfactory results of a certified federal criminal background check Graduate Catalog I 52 Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) • Three professional references • An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). Transfer of credits Transcripts of students who have completed a master's degree in nursing or other graduate work are required for admission to the DNP. Doctoral credits may be transferred into the DNP program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The process of obtaining transfer credit must be initiated by the student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of course content will be needed to initiate transfer of courses into the DNP program. To qualify for credit the practicum hours must be officially documented from the master’s degree program. Doctor of Nursing Practice Students may transfer up to 600 practicum hours that were earned and documented in their master’s degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP degree. Program Staff Sharon Wade, Administrative Coordinator, BA, Augsburg College. Accreditation Linden Gawboy, Administrative Assistant Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. Patricia Park, Program Coordinator, MA, Augsburg College. The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is scheduled for March 2011. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Department of Nursing Faculty Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College. Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College. Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Augsburg College I 53 Master of Business Administration Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Steven M. Zitnick Director, Master of Business Administration Program Graduate Catalog I 54 Master of Business Administration MBA Mission To prepare students for professional careers in business by developing their decision-making skills and judgment, and by transforming them into effective managers and leaders. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. MBA Program Overview groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Today’s business leader must be able to quickly analyze situations and information and critically think through alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Course Credit Accreditation Full-credit MBA courses consist of seven four-hour sessions. Classes meet one night each week with an occasional Saturday session. The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Plan of Study The Augsburg MBA is an accelerated, part-time program that allows working professionals to complete an MBA degree in fewer than 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours with the expectation of substantial independent and group study offered through the web-based electronic course management system. Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. The general Augsburg MBA consists of 13 courses that can be completed in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional courses that focus on their chosen area of interest. An MBA with a concentration can be completed in 28 months. Academic Calendar Currently, the Augsburg MBA uses the trimester schedule as well as a summer session. As of fall 2011, the Augsburg MBA will follow the semester schedule, including summer sessions. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two fullcredit courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA department. The Augsburg MBA The 13 required courses of the general Augsburg MBA are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior Augsburg College I 55 Master of Business Administration MBA 550 MBA 560 MBA 565 MBA 570 MBA 575 MBA 592 MBA 595 MBA 580 Marketing Management Communication Issues in Management Managing in a Global Environment Quantitative Decision Making for Managers Strategic Technology Leadership: Ethics, Service, and Transformation Strategic Management Management Consulting Project (Capstone) MBA Course Descriptions MBA 510 Managerial Economics Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, breakeven calculation, and capital budgeting. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. MBA 540 Business and Professional Ethics An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 545 Organizational Development/Behavior Theory and application of organizational development (OD) of human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of OD strategies. Graduate Catalog I 56 MBA 550 Marketing Management Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 580 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. MBA 592 Leadership: Ethics, Service, and Transformation Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. Master of Business Administration MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses. Students may choose one of five concentrations: finance, marketing, international business, human resources management, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. The nine required core courses are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior MBA 550 Marketing Management MBA 570 Quantitative Decision Making for Managers MBA 580 Management Consulting Project (Capstone) MBA 592 Leadership: Ethics, Service, and Transformation Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications, and the operations of financial markets. • • • • • • Financial theory and applications Investment theory and portfolio management Financial markets Options and derivatives International finance Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • • • • • • Marketing research Marketing communications Sales management Consumer behavior Technology and e-commerce Strategies in global marketing International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • International business: strategies, trade agreements, and policies • International finance • Negotiations in a global environment • Strategies in global marketing • Global supply chain management • Legal aspects of international business Human Resource Management Concentration The certificate in human resource management prepares human resource professionals for a variety of human resource positions. Successful completion of the certificate program as well as passing the examination and meeting job experience requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR). • • • • • Global human resources Organizational effectiveness Training, selection, and performance Compensation and benefits management Industrial labor relations Healthcare Management Concentration The concentration in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today’s healthcare organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and decision models that will support the variety of management roles in today’s healthcare environment. • • • • • • Legal and ethical considerations in healthcare management Integrated health delivery systems Healthcare financing Crosscultural issues in health care Global healthcare issues Healthcare operations management (elective) Concentrations as Graduate Certificate Programs For students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, the five concentrations are available as graduate certificate programs. These courses are transcribed as “for credit.” In most cases (depending on employer policies), they will be accepted for tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for more information. Augsburg College I 57 Master of Business Administration MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Program Development, Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to p. 76 in the MSW section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 545 Organizational Development MBA 550 Marketing Management MBA 560 Communication Issues for Managers MBA 575 Strategic Technology MBA 595 Strategic Management MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: fall term (September), winter term (January), and spring term (April). Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Graduate Admissions Office at 612-330-1390. MBA Advisory Board The MBA Advisory Board is comprised of both active and re- Graduate Catalog I 58 tired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Graduate Admissions Office staff. Admission Requirements Applicants to the MBA program must have: • bachelor’s degree from a regionally-accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checklist The following materials must be submitted to the Graduate Admissions Office: • completed application—Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Graduate Admissions Office • Current résumé of work history • Two confidential letters of recommendation • Official GMAT score report (school code 6014)—not required for certificate applicants Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for Master of Business Administration success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. • Current résumé (unless previously submitted to the Graduate Admissions office) • Any other information that you wish to submit to support your request. Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Graduate Admissions Office or the MBA program office. Eligibility for GMAT Waivers GMAT waivers may be offered to: • Candidates with an appropriate and current GRE score. • Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD,DDS) • Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the U.S. These will be evaluated by the Admissions Committee. (See grade requirement above) • Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program: • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver • Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Graduate Admissions office) Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see p. 12. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the course information on Records and Registration. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. Augsburg College I 59 Master of Business Administration If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraws from the class. Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Degree Requirements Steven Lukas, Instructor, Business Administration. BS, MA, University of Nebraska; EdD, University of St. Thomas. To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher • Successful completion and submission of the management consulting project Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego. Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. Nora Braun, Associate Professor of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary; MBA, University of St. Thomas. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Graduate Catalog I 60 Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University. Edward Lotterman, Assistant Professor of Economics. BA, MS, University of Minnesota. Roseanne Malevich, Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Master of Science in Physician Assistant Studies Master of Science in Physician Assistant Studies Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies. Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College’s mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who cares about changing the world one person at a time, and who is willing to risk becoming different by building on your strengths. Since its founding in 1995, our program graduates have achieved many successes, some of which include: • The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam. • 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try. • ALL graduates seeking employment in the PA field have been employed within six months of graduation. We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to their goal of becoming a physician assistant. Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people. Dawn B. Ludwig, PhD, PA-C Director, Physician Assistant Studies Program Augsburg College I 61 Master of Science in Physician Assistant Studies PA Program Mission The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted accreditation in September 2008. A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. The Physician Assistant Program at Augsburg is 36 months long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each new class. Curriculum Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and ethics and legal issues in medicine. The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. PA Program Sample Calendar Calendar - Year 1 Summer • Anatomy • Pathophysiology Graduate Catalog I 62 Fall • • • Spring • • • • Clinical Medicine I Pharmacotherapy I History and Physical Exam Skills I Clinical Medicine II Pharmacotherapy II History and Physical Exam Skills II Research Tools for the PA Calendar - Year 2 Summer • Master’s Project course Fall • Clinical Medicine III • Clinical Phase Transition • Professional Issues Spring • Clinical Rotations 1, 2, 3 Summer • Clinical Rotations 4, 5 Calendar - Year 3 Fall • Clinical Rotations 6, 7, 8 Spring • Preceptorship • Capstone Course PA Program Course Descriptions Academic Phase (first 19 months) PA 501 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion, and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 503 Human Pathophysiology This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 511 History and Physical Exam Skills I A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive Master of Science in Physician Assistant Studies health care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 512 History and Physical Exam Skills II A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA 511 PA 521 Pharmacotherapy I This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Prerequisites: PA 501 and 503 PA 522 Pharmacotherapy II This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Prerequisite: PA 521 PA 531 Clinical Medicine I with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 532 Clinical Medicine II with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531 PA 533 Clinical Medicine III : Integrative Health Care This course provides an integrative approach incorporating clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are explored. The Community Seniors unit provides a service- learning experience where students work one-on-one with an elderly person from the community. Prerequisites: PA 532 PA 542 Professional Issues A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Prerequisites: PA student or consent of instructor PA 545 Clinical Phase Transition This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532 PA 555 Research Tools for the PA The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Prerequisites: PA student or consent of instructor. PA 570 Interdisciplinary Perspectives on Aging This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Prerequisites: PA student or consent of instructor PA 599 Directed Study This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature, and produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552 Clinical Phase (17 months) The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12 months is designed Augsburg College I 63 Master of Science in Physician Assistant Studies much like a physician’s internship. Each student is required to progress through seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics, general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such as orthopedics, ENT, dermatology, etc. The clinical phase of the program is designed to effectively train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two locations in which to complete their required rotations to take away some of the financial and travel burdens that a PA student often faces. The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent has been in for the required rotations, or may be elsewhere in the state. The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. Clinical Phase Descriptions PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of sys- Graduate Catalog I 64 temic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women’s Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women’s health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which Master of Science in Physician Assistant Studies they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Prerequisite: PA 600-607 Admission to the PA Program • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology *Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • Cumulative GPA of 3.2 or higher • Minimum science GPA of 3.0 • Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry • Clinical healthcare experience. Direct patient contact is the best type of experience to obtain in order to strengthen an application. Healthcare experience may be full time or part time, paid or volunteer. • Demonstration of a commitment to, and involvement with, underserved communities. Admission Requirements Note: The Graduate Record Exam (GRE) is not required. Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. PA Studies Application Process Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 250 applications for each entering class of 28 students. Qualified applicants will have: • Bachelor’s degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 • Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your situation. Augsburg’s PA Program Supplemental Application can be downloaded from www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students begin the course of study in late May, the application is thus made approximately a year before matriculation. Augsburg College I 65 Master of Science in Physician Assistant Studies Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including cumulative GPA, science GPA, overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), direct patient contact experience, knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to late-January. In addition, those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 28 students, as well as a list of alternates will be selected. All applicants are notified of their status by mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for Graduate Catalog I 66 admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices. Thus, functional use of vision is necessary. • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the healthcare team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. • Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. • Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. • Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. • Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Master of Science in Physician Assistant Studies • Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. lected coursework or meet new requirements of the Physician Assistant Program that became effective after the student’s withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. Experiential Learning Policy Payment Options The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 for information on withdrawal. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Costs of the PA Program For tuition information go to www.augsburg.edu/pa. PA Program Faculty Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella University; PA Certification, University of Colorado. Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA Certification, Finch University. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s previous academic record and the request for readmission, a decision will be made. Students may be required to repeat se- Augsburg College I 67 Master of Social Work Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work Graduate Catalog I 68 Master of Social Work MSW Mission Academic Calendar Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. The MSW program meets on a trimester academic calendar, offering classes September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar. Program Overview The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • learn how an individual lives in and is affected by his or her social environment; • understand how social policies and programs affect individuals, families, communities, and society; • apply theories and methods of practice through the field practicum experience; • use a range of client-centered approaches to practice with client groups of all types and sizes; • engage in practice informed by sound, scholarly research; • evaluate the effectiveness of your social work practice or social work programs; • advocate for eradication of oppression and discrimination; and • be a responsible and contributing citizen in the local and global community. Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses. Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a fouryear program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution have advanced standing. Advanced standing students complete 13 full courses and are enrolled in a one-and-a-half-year program. The part-time option is not offered for students with advanced standing. All students must complete the MSW degree in no more than four years following matriculation. Class Periods Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to noon; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a given trimester. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend three to four hours outside of class working on assignments or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and winter trimesters (a span of six or seven months for each practicum). In the final year of study, students complete a summative document, which requires significant independent research, analysis, and writing. Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Course Credit and Contact Hours A full credit MSW course (1.0) is equal to four semester credits or six quarter credits. Each full course meets for 32 contact hours, with the expectation of substantial independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Program Development, Policy, and Administration [PDPA]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field Augsburg College I 69 Master of Social Work practicum, applicable for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum The foundation curriculum is made up of nine full courses and a generalist field practicum. In the foundation courses, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum, you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum The concentration curriculum is made up of nine full courses and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two or three field seminar courses. As a capstone to your MSW program, you will complete a summative evaluation project or a portfolio project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identity and the use of multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, fami- Graduate Catalog I 70 lies, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Program Development, Policy, and Administration (PDPA) Concentration In the tradition of Jane Addams, the heart of macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social work must also actively seek equality and justice for clients within agencies, institutions, and society. Social work leaders must advocate for social change to ensure social justice. The Program Development, Policy, and Administration (PDPA) concentration responds to this demand for leadership. The macro (PDPA) social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in partnership with these individuals and communities to do so. In this concentration you will learn the knowledge and skills necessary to work with others to achieve needed social change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program planning, or community and policy advocacy, this concentration helps you achieve that goal. Portfolio or Summative Evaluation Project Portfolio Project (MCCP students) The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative, i.e., designed for guided reflection and self-evaluation. However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create such a portfolio during their final year of study. Items in a portfolio might include videotapes, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (PDPA students) All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, PDPA students will design and implement a program evaluation for their summative project, which requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master of Social Work Master’s Thesis Students have the option of completing a thesis. Course credit for the general elective is given for this option. Students work with a thesis adviser to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students must notify the MSW program director by the end of spring trimester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: • Successful completion of any admission conditions (e.g., statistics, bachelor’s degree) • Successful completion of MSW courses: 18 full courses for foundation students 13 full courses for advanced standing students • No more than two courses with a grade of 2.5, and with a cumulative GPA of 3.0 or higher • Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field practicum for advanced standing students • Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA) • Successful completion of all degree requirements within four years of matriculation State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. SWK 535* SWK 536* SPRING SWK 504 SWK 509 SWK 516 Integrative Field Seminar 2 (.5) (taken concurrent with first practicum) Human Behavior and the Macro Social Environment (.5) Research Methods 1 Assessment and Diagnosis in Mental Health Practice Community Development for Social Change Concentration Courses Multicultural Clinical Practice Concentration FALL SWK 610 SWK 615 SWK 628 SWK 629 WINTER SWK 611 SWK 616 SWK 630 SWK 631 SWK 635 SPRING SWK 612 SWK 634 SWK 636 SWK 639 SWK 699 Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum) Diversity/Inequality 1: MCCP (.5) MCCP with Individuals MCCP with Families Integrative Field Seminar 4: MCCP (.5) (taken concurrent with second practicum) Diversity/Inequality 2: MCCP (.5) MCCP Policy Practice MCCP with Groups (.5) MCCP Evaluation 1 (.5) Integrative Field Seminar 5: MCCP (.5) (taken concurrent with second practicum) MCCP Supervision (.5) MCCP Evaluation 2 (.5) MCCP Elective (.5) General Elective To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. Program Development, Policy, and Administration Concentration MSW Course Requirements SWK 657 SWK 660 SWK 667 FALL SWK 651 Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum) Diversity/Inequality 1: PDPA (.5) Research 2: Program Evaluation Organizations/Social Admin. Practice 1 Foundation Courses FALL SWK 500* SWK 505* SWK 530* SWK 531* WINTER SWK 501* SWK 506* SWK 510 Human Behavior and the Social Environment Practice Methods and Skills 1: Individuals Integrative Field Seminar 1 (.5) (taken concurrent with first practicum) Methods Skills Lab (.5) History of Social Welfare Policy Practice Methods and Skills 2: Groups Advanced Practice Methods (advanced standing students only) WINTER SWK 652 SWK 658 SWK 668 SWK 675 Integrative Field Seminar 4: PDPA (.5) (taken concurrent with second practicum) Diversity/Inequality 2: PDPA (.5) Organizations/Social Admin. Practice 2 Planning and Policy Practice 1 SPRING SWK 669 SWK 676 SWK 699 Organizations/Social Admin. Practice 3 Planning and Policy Practice 2 General Elective Augsburg College I 71 Master of Social Work *Course potentially can be waived for advanced standing students (BSW holders). Portfolio or Summative Evaluation Project Completed and submitted in final year of study. MSW Course Descriptions Foundation Courses SWK 500 Human Behavior and the Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and psychological factors that influence the growth of individuals and families in contemporary world society. Basic knowledge of biological systems is required. SWK 501 History of Social Welfare Policy This course analyzes the history of social welfare policy in the United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas, and events that contribute to the rise of the welfare state and the profession of social work. Social welfare policies of other countries are explored. SWK 504 Research Methods 1 This course provides an introduction to social science research methods and ethics, including practice and program evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be introduced to the use of computers in data analysis. Basic knowledge of statistics is required. SWK 505 Practice Methods and Skills 1: Individuals This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students begin by learning about social work with individuals, with a dual focus on the person in the environment. In this context, they learn about direct services as well as social change. SWK 506 Practice Methods and Skills 2: Groups This course prepares students for generalist social work practice with larger client systems. The strengths perspective is emphasized, and students learn to complete assessments and formulate intervention strategies in partnership with groups, organizations, and communities. SWK 509 Assessment and Diagnosis in Mental Health Practice This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective. Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of the most commonly presented mental disorders and the differential effect of these factors on diverse populations at risk. Graduate Catalog I 72 SWK 510 Advanced Practice Methods This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. SWK 516 Community Development for Social Change This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and skills necessary to practice at the community level of social work practice. Students will analyze social organizations, policies, and community development. SWK 530 AND SWK 535 Field Seminar 1 & 2 (.5 credit each) The integrative field seminars are courses where field practice and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students are expected to spend 420 hours in a fieldwork practicum during enrollment in these two courses and to be enrolled in the corresponding practice methods courses. SWK 531 Methods Skills Lab (.5 credit) This half-credit course places an emphasis on active learning and the application of content presented in SWK 505. The skills lab is an integral part of the required graduate school core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1. SWK 536 Human Behavior and the Macro Social Environment (.5 credit) This course builds on HBSE 1, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. Multicultural Clinical Practice Concentration Courses SWK 610, 611, and 612 Integrative Field Seminar 3, 4, and 5: MCCP (.5 credit each) The Field Seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent and inescapable contribution based on the students’ use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Master of Social Work SWK 615 and 616 Diversity and Inequality 1 and 2: MCCP (.5 credit each) These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second trimester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. SWK 628 MCCP with Individuals MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content area are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. SWK 629 MCCP with Families MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. SWK 630 MCCP Policy Practice In this course, Multi-Cultural Clinical Practice (MCCP) students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. SWK 631 MCCP with Groups (.5 credit) This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. SWK 634 MCCP Supervision (.5 credit) Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchal power, responsibility, liability, and authority from peer consultation. They gain competencies in individual an group supervision and consultation with a multicultural lens to advance the application of theories and models of clnical social work practice. SWK 635 and 636 MCCP Evaluation 1 and 2 (.5 credit each) The values and skills of advanced clinical practice combined with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social work, “dignity, self-determination, equity, empowerment, and social justice” (Gutierrez, 2004, p. 127). Monitoring and eval- Augsburg College I 73 Master of Social Work uating clinical practice requires the integration of evidencebased practice knowledge, multicultural clinical skills and multi-epistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern methods. SWK 639 MCCP Elective (.5 credit) Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Social Work with Involuntary Clients, Ethics, and Domestic Violence. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent Field Seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 657 AND 658 Diversity and Inequality 1 and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and structure, processes of development, research, and evaluation, and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an understanding of how organizations provide practice opportu- Graduate Catalog I 74 nities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective course for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Child Welfare: History, Policy, and Practice • Spirituality in Social Work and Human Services We also offer short-term electives abroad: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) SWK 698 Independent Study Students may propose to complete an independent study proj- Master of Social Work ect. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice; • problem solving within a systems framework and strengths perspective; • use of advanced practice theories in Multicultural Clinical Practice or Program Development, Policy, and Administration settings; • evaluation of the effectiveness of program or practice activities; • an understanding of, and respect for, diverse peoples and cultures; • responsibility and service to the local and global community in the interest of social justice; and • a commitment to oppose oppression of all forms. Field Education Format Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and winter) and the concentration practicum is spread over the entire academic year. Both practica are concurrent with enrollment in fieldwork integrative seminars as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter terms in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with ad- vanced standing. Students spend an average of 18 hours per week during the fall, winter, and spring terms in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • family and children • child welfare • mental health • crisis intervention • senior resources • family social policy • health and human services • corrections and probation • public and independent schools • youth services • hospitals • developmental disabilities • American Indian family services • chronic and persistent mental illness • chemical dependency • court services • immigrant, migrant, refugee services • victims of torture • faith-based social services • neighborhood services • legislation advocacy • housing services • employment services • community organizing • research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) Augsburg College I 75 Master of Social Work and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/dual_msw.asp . Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment Dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • Luther Seminary full courses: 9 Graduate Catalog I 76 • Augsburg College full courses: 12—advanced standing, 17—foundation (elective is met at Luther) • MSW field practicum course credit hours: see guidelines under field practicum • MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In this macro practice concentration, students learn to affect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary PDPA coursework will return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends – Friday evenings, Saturday mornings, and Saturday afternoons. Year 3 (12–16 months) MBA classes meet primarily one night per week. The MBA program includes a summer term. Curriculum • 18 full MSW courses for foundation students or 13 full MSW courses for advanced standing students Master of Social Work • Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience • The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. • Complete a minimum of 8 MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of 9 MBA courses for students who completed the MSW degree prior to 2002 • • • • statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three completed and signed recommendation checklist forms, with letters attached Typed, double-spaced personal statement responding to the questions noted on the application form Results of the TOEFL language tests (refer to p. 16 for college policy) Official international credit evaluation course-by-course review (for degrees completed outside of the United States) For more information regarding the MBA coursework required for the MSW/MBA dual degree see page 58. • MBA Admission Admission as an international student MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing • Bachelor’s degree from a regionally-accredited college or university • Cumulative undergraduate GPA of 3.0 or higher • Liberal arts coursework in the social sciences, humanities, biology, and statistics Advanced standing is an application category open to those with a bachelor’s degree in social work accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork Seminars 1 and 2, which include 420 field practicum hours. Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Application Checklist Academic Policies The following materials must be submitted to Augsburg’s Graduate Admissions Office: • Completed and signed application form— www.augsburg.edu/msw or call 612-330-1520. The application completion deadline is January 15 each year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the application completion deadline. • $35 application fee • One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. • Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one Academic Achievement Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements Students must maintain at least a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • maintain expected grade point average (3.0 or higher); • complete course requirements of the program and field placement in a timely manner; • complete the program within four years; Augsburg College I 77 Master of Social Work • abide by the department’s Standards for Social Work Education and the NASW Code of Ethics. No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newly-admitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See page 12 for policy on Continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students. Program Costs In addition to tuition fees, MSW students can expect to purchase textbooks, a campus access permit, and student liability insurance when in a field placement. There may be additional fees associated with short-term electives abroad as well. Graduate Scholarship Search Tips Searching for grants and scholarships for graduate study can be an arduous task. As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend some time doing your own independent research into graduate funding available locally, nationally, and globally. The simplest way to begin a search for graduate funding is to look online. There are many “free” scholarship search engines on the Web. We suggest you start with these before moving Graduate Catalog I 78 on to the fee-based services. As with most free services, there is a draw-back—your e-mail address may be shared with other organizations that may send you solicitations. You should always use caution when providing your personal information via the Internet. Make sure the webpage you are using to enter a “profile” about yourself is protected by a security system. This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the fine print and know if anything besides your e-mail address will be sold to other organizations. Having said that, the following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) Gosnell Scholarship Funds Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in Master of Social Work the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). Resources in Academic Libraries Most academic libraries have several directories to peruse if you prefer using hard print. Examples in Augsburg’s library reference section: Grants Register Directory of Financial Aids for Women Scholarships and Other Financial Aid for Minnesota Students Financial Aid for Native Americans 1999-2000 (part of a series consisting of additional volumes for African Americans, Hispanic Americans and Asian Americans.) Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. These are available to second-year studentsonly. They range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Contact the Enrollment Center for more information. Military Discount organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work department meetings via representatives. The forum historically has been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department • encourage constructive dialogue among students, faculty, and department and College administrators • make recommendations to the department regarding program improvements • receive and give feedback on expectations of faculty, students, and the College • plan and coordinate MSW student events, lectures, discussions • organize social action projects MSW Faculty Anthony Bibus, III, Professor of Social Work. BA, College of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Laura Boisen, Associate Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. (see page 18) Other Resources There is a general guide on Augsburg’s webpage that gives advice to “seniors” about finding funding for graduate school— go to www.augsburg.edu/gradstudy. Accreditations and Affiliations Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education (CSWE). MSW Forum Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Francine Chakolis, Assistant Professor of Social Work. BS, Augsburg College; MSW, University of Minnesota. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of IllinoisChicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. All MSW students are invited to participate in the student-run Augsburg College I 79 Master of Social Work Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Glenda Dewberry Rooney, Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Ngoh-Tiong Tan (on leave), Professor of Social Work. BA, University of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota. Staff Emily Cronk, Administrative Assistant Doran Edwards, BSW Assistant Director Courtney Kocher, Field Assistant Holley Locher-Stulen, MSW Program Coordinator Graduate Catalog I 80 Augsburg College Map H Lindell Library Sverdrup F Memorial 7th Street S. Riv ers ide Ave nue Foss Center J Music Building 7 1/2 Avenue 8th Street S. Christensen Center K Melby Hall Kennedy Center Ice Arena Murphy Square E D Athletic Field A 25th Avenue S. Old Main 23rd Avenue S. G Oren Gateway Center 22nd Avenue S. 21st Avenue S. 20th Avenue S. 6th Street S. L B Butler Place ce I-94 West Entran Interstate 94 West Interstate 94 East Disability Access Rivers ide/2 5th A ve. Exi t Augsburg College I 81 Augsburg College Board of Regents 2010-11 Andra Adolfson Dan W. Anderson ’65 Mark A. Eustis Anthony Genia ’85, MD Alex Gonzalez ’90 Michael R. Good ’71 Norman R. Hagfors Jodi Harpstead Richard C. Hartnack The Rev. Rolf Jacobson Bishop Craig E. Johnson Ruth E. Johnson ’74, MD Eric J. Jolly Cynthia Jones ’81 Dean Kennedy ’75 Toby Piper LaBelle ’96 LaJune Thomas Lange ’68 André J. Lewis ’73 Jennifer H. Martin Marie O. McNeff Paul S. Mueller ’84, MD Lisa Novotny ’80 Bishop Duane C. Pederson Paul C. Pribbenow Stephen Sheppard Marshall S. Stanton, MD Philip Styrlund ’79 The Rev. David Tiede Joan L. Volz ’68 The Rev. Norman W. Wahl ’76 Bonnie Wallace The Rev. Mark Wilhelm Graduate Catalog I 82
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Title: Augsburg College Undergraduate Catalog, 2011-2012
Collection: Course Catalogs
Search Result: 2011-2012 Undergraduate Catalog www.augsburg.edu Index Augsburg College Undergraduate Catalog 2011-2012 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergr...
Show more 2011-2012 Undergraduate Catalog www.augsburg.edu Index Augsburg College Undergraduate Catalog 2011-2012 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of publication. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Key offices are listed on page 8 for correspondence or telephone inquiries. Published 2011 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust that you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope that you will be reminded of the relationships and commitments you have formed at Augsburg — they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg — or thinking of undertaking — will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President 2 2011-2012 Academic Calendar Day Program (and PA program) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2011 Summer September 4-6 September 7 October 28 Nov -----14-Dec 2 November 24 November 28 December 9 December 12-15 First-year registration New student orientation Classes begin Mid-term break (one day only) Registration for spring Thanksgiving recess begins Classes resume Classes end Final exams Spring Term 2012 January 17 Classes begin March 19 Mid-term break begins March 26 Classes resume April 9-20 Registration for fall April 6 Easter break begins April 27 Classes end April 30 - May 3 Final exams May 5 Baccalaureate/Commencement ---The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar. Please note that future years are subject to change.- 2011-2012 Academic Calendar Weekend College and Graduate Programs (not including the PA program and MBA) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2011 Class Weekends: 3 September 9-11 September 23-25 September 30 - October 2 October 14-16 November 4-6 November 18-20 December 2-4 December 9-11 Winter Term 2012 Class Weekends: January 6-8 January 20-22 January 27-29 February 10-12 February 24-26 March 9-11 March 23-25 March 30 - April 1 (MSW only) Spring Term 2012 Class Weekends: April 13-15 April 27-29 May 11-13 May 18-20 June 1-3 June 8-10 June 22-24 June 29-July 1 (MSW only) NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar. 4 Directory Area Code: 612 Access Center 330-1749 Academic Advising 330-1025 Academic Enrichment 330-1165 Academic Affairs 330-1024 Admissions Offices Office of Undergraduate Admissions 330-1001 Toll-free 1-800-788-5678 Office of Graduate Admissions 330-1101 Augsburg for Adults 330-1782 Alumni and Constituent Relations 330-1178 Toll-free 1-800-260-6590 Athletics 330-1249 Campus Activities and Orientation / SOAR 330-1111 Center for Learning and Adaptive Student Services (CLASS) 330-1053 Classroom Services 330-1219 College Pastor/Campus Ministry 330-1732 Counseling and Health Promotion 330-1707 Development (financial gifts to the College) 330-1613 Toll-free 1-800-273-0617 Enrollment Center 330-1046 Toll-free 1-800-458-1721 Event and Conference Planning 330-1107 Facilities Management 330-1041 Financial Aid (scholarships and other aid) 330-1046 General Information (other office numbers; business hours only) 330-1000 Fax 330-1649 Graduate Studies 330-1101 Human Resources 330-1058 Lindell Library 330-1017 Lost and Found 330-1000 Parent and Family Relations 330-1525 President’s Office 330-1212 Registrar 330-1036 Residence Life (housing) 330-1488 Rochester Campus 507-288-2886 StepUP . 330-1405 Strommen Career and Internship Center 330-1148 Student Affairs 330-1160 Student Government 330-1110 Summer Session 330-1046 5 TRIO/Student Support Services Weekend College 330-1101 330-1311 6 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Weekend College offers 18 majors and a number of certificate programs. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings.” History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first seminarians were 7 enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 130 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed This attitude began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College was a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. 8 A College in the City Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital and integral part of the city. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages — in the midst of a great city — to be faithful citizens of the world. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work. The College’s first doctoral program, in nursing practice, has been approved. For information on graduate programs, go to www.augsburg.edu/grad. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. and a center in Bloomington, Minn. Weekend College Augsburg’s Weekend College (WEC) provides an educational opportunity for adults who want to earn a baccalaureate degree and work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. 9 Weekend College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and a variety of majors in the liberal arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges. The Adult Learner Augsburg’s Weekend College is based on the assumption that adult students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Alternate Weekends To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. The WEC academic year is divided into three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional nine-month academic year. A Community of Learners Essential to the goals of Augsburg’s Weekend College is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine arts events, networking events, workshops, and convocations. The WEC student body elects its own leaders through the WEC Student Senate. Augsburg for Adults Through the Augsburg for Adults program office, Augsburg continues its tradition of innovation to meet the needs of adult students by creating new programs, providing faculty and staff development in adult learning, and serving adult and non-traditional students. Students are recognized as adult learners from age 25 to 60-plus whether they take courses in the traditional day program, the Weekend College program, or any of the graduate programs. To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad. Weekend College Faculty The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Weekend College’s small classes facilitate the College’s tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. 10 Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management, are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. In addition to the half- dozen degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/Rochester or by calling the Rochester office at 507-288-2886. College of the Third Age Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and introducing new topics and subjects related to an ever-changing world. A roster of more than 25 retired, semiretired, and working professors teach non-credit seminars for the program, based upon their areas of expertise. College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than 200 classes available for group study at partner organizations and facilities. To obtain further information about the program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage. Campus Location Augsburg’s campus is located in the heart of the Twin Cities, surrounding Murphy Square, the oldest of 170 parks in Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Downtown Minneapolis and St. Paul, home to a myriad of arts, sports, entertainment, and recreational opportunities, are just minutes west and east of campus via Interstate 94, which forms the southern border of the campus. Convenient bus routes run throughout the city and connect with the suburbs. Augsburg is located just blocks away from two Hiawatha Line light rail stations. Reaching the Twin Cities is easy. Most airlines provide daily service to the Minneapolis-St. Paul International Airport, and bus or train connections can be made from all areas of the United States. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A 11 tunnel/ramp/skyway system connects the two tower dormitories, the five buildings on the Quadrangle, plus Music Hall, Murphy Place, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Offices—The Office of Undergraduate Admissions is located on the first floor of Christensen Center. The Office of Graduate Admissions is located on the second floor of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; the Strommen Career and Internship Center; and the Office of Marketing and Communication. College of the Third Age and Inter-Race—This house, located at 620 21st Avenue, provides office space for these two programs. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with admission offices, student lounge and recreational areas, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, new fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, plus conference rooms and spacious lounge areas. Murphy Place (1964)—Located at 2222 7 1/2 Street, Murphy Place is the home of the Office of International Programs: Augsburg Abroad, Center for Global Education, International Partners and 12 International Student Advising. It is also home to the four ethnic student support programs: American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and CrossCultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Augsburg for Adults Office, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center and Academic Advising, as well as classrooms and faculty offices. SverdrupOftedal Memorial Hall (1938)—Built as a dormitory and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. Associated Support Organizations Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. InterRace: The International Institute for Interracial Interaction—Inter-Race facilitates interracial understanding in families, schools, places of work, communities, and society. The institute provides training and consultation, research, education, resource centers, publications, public policy, and legal study in five centers. Inter-Race is located at 620 21st Avenue. Policies Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as 13 promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • American Music Therapy Association • Commission on Collegiate Nursing Education • Council on Social Work Education (B.S. and MSW) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) We are members of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. 14 Augsburg College Facts and Figures Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious Affiliation—The Evangelical Lutheran Church in America (ELCA). Although the highest percentage of students are Lutheran, 16 percent represent the Roman Catholic Church, and 25 percent represent other denominations and religions. Accreditation—The Higher Learning Commission of the North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education, Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Approved by the American Chemical Society, Council on Social Work Education, American Music Therapy Association, National Association of Schools of Music, and the Commission on Collegiate Nursing Education. Member—Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, CIC, AACU, AAHE. Registered with the Minnesota Office of Higher Education. Enrollment (Fall 2009)—4,054 students from 40 countries. Graduates—More than 20,000 graduates from 1870 through present. Student/Faculty Ratio—14 to 1. Undergraduate class size averages 13 (WEC)-17 (Day). Campus—18 major buildings with special emphasis on campus accessibility. Accessibility—Augsburg is now one of the most accessible campuses in the region. A skyway/ tunnel/elevator system provides access to 12 major buildings without going outside. Degrees Granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Financial Aid—Over 90 percent of the students receive some form of financial aid from the College and many other sources. Library—Over 190,000 items, direct access to over 2,500,000 through CLIC, the Twin Cities private college library consortium. The James G. Lindell Family Library opened in September 1997. School Year—Two semesters from September to May, and summer school sessions. For Weekend College, Rochester campus, Bloomington Center, and most graduate programs: three trimesters, September to June. Majors—More than 50 majors in 35 departments and programs. Off-Campus Programs—The Office of International Programs offers study abroad programs throughout the world, including Augsburg’s own Center for Global Education and International Partners programs. Augsburg is also a member of the Higher Education Consortium for Urban Affairs (HECUA). Athletic Affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Non-Discrimination Policy—Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. 15 Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Because firsthand appraisal of programs, facilities, and academic atmosphere is valuable, firstyear and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-7885678, and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, including most Saturday mornings during the school year. The Office of Undergraduate Admissions is located on the first floor of the Christensen Center and serves traditional and non-traditional students. Application Procedures Day College First-years Application for Admission—Applicants should complete the application for admission and the essay and return them to the Office of Undergraduate Admissions together with the non-refundable $25 application fee. Students may apply online for free at www.augsburg.edu/day/apply.html or www.commonapp.org. Transcripts—An official transcript from the high school is required of first-year applicants. Firstyear applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations—Two letters of academic recommendation are required. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, employer, pastor, or co-worker. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present 16 semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. The first offers of admission are made in late September. After that, students are notified of the admissions decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Confirmation of Admission—Accepted students are asked to make a $150* enrollment deposit to the Office of Under-graduate Admissions. Those students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Day College Transfers and Weekend College Students Applicants should complete the application form and return it along with the $25 nonrefundable application fee to the Office of Undergraduate Admissions. Students may apply online for free at www.augsburg.edu/weekend/admissions/. Transcripts—Official transcripts from all previous post secondary institutions should be sent directly to the Office of Undergraduate Admissions. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. First-year applicants who have been out of high school for more than five years do not need to submit an official test score. Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision—Augsburg College uses a “rolling” admissions plan. Students are notified of the admission decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Admission to a major, as well as admission to the College, is sometimes necessary. Please check with an admissions counselor and department sections of this catalog to see if admission to the major is required. Transfer Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. 17 Former Students Day students who have interrupted attendance at Augsburg College for one semester or more, and WEC/Rochester students who have interrupted attendance at Augsburg College for three trimesters or more, must apply for re-admission through the registrar’s office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. Special Students (Non-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by contacting the Registrar’s Office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). An application form for special-student status is available from the Office of Undergraduate Admissions. To apply for admission as a special student, submit the completed admission application and academic transcripts to the Office of Undergraduate Admissions. Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a baccalaureate degree has been awarded. Special Students (Second Degree) Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include: a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. (See International Student Advising on page 32.) International students should contact the Office of Undergraduate Admissions for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester: June 1 for fall, December 1 for spring. For more information, call 612-330-1001 or 1-800-788-5678 (toll-free); e-mail admissions@augsburg.edu; or write to: International Student Admissions Campus Box 143 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain 18 a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international course work compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 19 Financing Your Education All students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. College Costs 2011-2012 Day College The Board of Regents has approved the costs listed below for the 2011-2012 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Day College Tuition, Fees, Room, and Board Tuition (full-time enrollment) $29,802 This rate applies to all full-time students attending in September 2011. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-time enrollment) per one-credit course $3,559 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $220 for that course. Audit Fee (for part-time students) per course $1000 Full-time students—see audit policy in the Academic Information section. Room Rent (average starting price) $4,578 (Detailed room rates and housing options are available through the Office of Residence Life.) Meal Plans 15 Plus $3,956 (15 meals a week; $100 in Augsburg Flex Points) 10 Plus $3,854 (10 meals a week; $150 in Augsburg Flex Points) 5 Plus $3,524 (5 meals a week; $345 in Augsburg Flex Points) Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Fees $637.50 (Student activity, technology, newspaper readership, wind energy fee, MPIRG) 20 Other Special Fees (Nonrefundable) Fees Billed on Student Account Student Activity Fee (part-time students) $90 Late Registration $200 Petition fee for waiver of registration deadlines (non-refundable) $50 Lifetime Sport (part-time students) $220 Newspaper Readership $20 Technology Fee (per credit) $50 Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) Private Music Lessons, per semester (14 lessons—.0 cr. or .25 cr.) $390 (14 lessons—.5 cr.) $780 Student Teaching (per course for full-time students) $155 Student Teaching (per course for part-time students) $215 Study Abroad (in approved non-Augsburg programs) $425 Zero-credit seminar (part-time students) $1000 Fees Payable by Check/Cash Application (new and/or special students) $25 Locker Rental $40 Student Parking Lot Permit car $220 motorcycle $110 Transcript Fee Regular service $6 Next day $10 On demand $16 Special Examinations, Cap & Gown Costs (Schedule on file in registrar’s office) $3,559 Books and Supplies These costs are estimated to average $125 per course. Deposits Enrollment Deposit (nonrefundable) $150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. For more information, contact the Office of Undergraduate Admissions. Housing Damage Deposit $200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late 21 cancellation or lack of proper notification as specified in the housing contract. College Costs 2011-2012 Weekend College Application Fee (payable once, $25 non-refundable) Tuition (per course credit) $1,777 Tuition (per summer course 2011) $1,725 Activity Fee (per trimester) $11.50 Facilities Fee (includes parking permit; per trimester) $35 $1000 Audit Fee (per course) Lifetime Sports: Fee for Weekend College Course $220 Lifetime Sports: Fee for Assessment of Previous Learning $150 Nursing Clinical Fee $250 Supplementary Student Teaching Fee (per course credit) $215 Late Registration Fee $200 Transcript Fee Regular service $6 Next day $10 On demand $16 Petition Fee for waiver of registration deadlines (non-refundable) $50 Zero-credit seminar $1000 Payments Day college Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student. Payment Options—Augsburg College offers payment plan options for Day Program students. Information about payment plan options is mailed annually to each student’s permanent address. Weekend College A statement of tuition and fee charges and estimated financial aid will be mailed to each registered student prior to the start of each term. All statements are available online through Augnet Records and Registration. For tuition and fee information, please refer to the financial aid website. Payment Options—(1) Payment in full at the start of each term. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a 22 $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through V.A. education benefits, such as the G.I. Bill. (more details can be found at www.augsburg.edu/enroll/accounts.html) Financial Policies A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refunds Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the registrar’s website. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/ add form is processed. The Augsburg College Refund Policy for Day, Weekend, Rochester, Bloomington, and Graduate Studies Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the refund schedule below. This refund is based on the percentage of calendar time remaining on the date of the student’s offiicial withdrawel from classes. This applies to all students who drop one or more courses during the term and/or withdraw from all courses in the term. Percentage of calendar time remaining after official drop or withdrawal: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 60% remaining 50% Amount of refund: This refund schedule is effective whether or not a student has attended classes. Please allow 30 23 to 45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the registrar’s website. Medical refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. Petition forms are available through the registrar’s website. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g. unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the registrar’s website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage www.augsburg.edu/finaid/sap.html. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholar-ships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2010-2011 academic year, more than 24 eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA), current tax documents, and the Augsburg Aid form help determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. How to Apply The following are required to process your financial aid application: 1. Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2. Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the U.S. Department of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after January 1. Applications must be filed by March 1 for priority consideration. 3. Complete the current year Augsburg Aid form, available at www.augsburg.edu/finaid, and submit it to the Enrollment Center. 4. Submit copies of federal 1040 tax forms for the preceding year (e.g. tax year 2010 to be considered for financial aid for 2011-2012). Tax forms are required for the student and parents of dependent students, or spouse of student if filing separately. What Happens Next? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • institutional financial aid programs and requirements for continued eligibility, • federal and private loan programs (students must complete a loan application to receive loan funds). Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships 25 are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application must be postmarked by January 30. Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring. Call Undergraduate Admissions for information, 612-330-1001. Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new first-years of high academic achievement who apply and are accepted before May 1 for fall or December 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or December 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to full-time day students working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or December 1 for spring. Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships recognize incoming first-year students of high academic science achievement. The renewable award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must be in the top 30 percent of their high school class or on national tests (ACT or SAT), have a grade point average of 3.0 or above in the proposed science major, have completed intermediate algebra or pre-calculus, and be a full-time student in the day program. No scholarship application is required. Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment. ACAP Scholarship—Awarded to incoming first-year students who have participated in a college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is March 1. For more information and an application, contact: • American Indian Student Services 612-330-1144 • Hispanic-Latino Student Services 612-330-1309 • Pan-Afrikan Student Center 612-330-1022 • Pan-Asian Student Services 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The application deadline requires a postmark of January 25 for fall or November 1 for spring. Lutheran Congregational Scholarship Program 26 Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from the sponsoring organization should be submitted to the Enrollment Center. Gift Assistance (Need-Based) Augsburg Tuition Grant—This grant is based on financial eligibility, and academic record. Minnesota State Scholarship and Grant—Eligibility requires Minnesota residency and enrollment of less than four years (or its equivalent) at any post-secondary school. This grant is also based on financial eligibility. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2010-11 is $5,550. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, Tribal, or State Indian Education Office. Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the federal govern-ment subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2010, is a fixed rate of 4.5% and 6.8%, respectively. The following borrowing limits apply to the Stafford Loan program after July 1, 2010: • First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford) 27 • Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford) • Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) • Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement; the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. Further information about all student and parent loan programs can be found online at the Financial Aid website. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resource department. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program—Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. 28 Student Life Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening or weekend, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Vocation Augsburg College has a deep and longstanding commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a wide variety of short term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, offcampus service projects, international seminars, vocationthemed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. Because Exploring Our Gifts will end in the summer 2010, the College recently created a permanent 29 center—the Augsburg Center for Faith and Learning—that will keep vocation at the core of Augsburg’s vision well into the future. This new center will continue many of the current initiatives and will carry on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit the Lilly Resource Center, Memorial Hall, room 231, or the Augsburg Center for Faith and Learning, Oren Gateway Center, room 106. Student Government The Augsburg Day Student Government and the Weekend College Student Government organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas. These include: Campus Activities CAO offers programs and activities designed to connect and engage students with the Augsburg community and with the broader Twin Cities community. Lesbian, Bi-sexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. Student and Group Leadership Development Programs include Student Group Development and the Emerging Leaders Program (ELP). CAO advises student groups and provides skillbuilding workshops focusing on recruiting members, event planning, facilitating meetings, conflict resolution and other areas of development. ELP is an initiative designed to develop new leadership at Augsburg. Emerging leaders learn skills necessary to be effective in leadership roles through intentional learning opportunities and relationships with upper class mentors. Orientation Programs Summer Orientation and Registration (SOAR) is a required twoday, overnight orientation experience for incoming firstyear day students which is designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; obtain fall semester schedules; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of firstyear day students that runs concurrently with the students’ SOAR session. Parents will obtain important 30 information about the campus, meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. TRANSFERmation is a required halfday orientation experience for transfer students in the day program designed to help with the transition to Augsburg College. Students will learn about college resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required oncampus orientation experience for incoming firstyear day students that is designed to complement SOAR. It provides opportunities to enhance academic and personal success and offers a helpful advantage in starting at Augsburg College. Student Center The Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Weekend College, and graduate students at Augsburg through the merging of curricular and cocurricular programs and activities. The Christensen Center also houses several student services, such as Undergraduate and Graduate Admissions, Campus Activities and Orientation, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggies Nest, located on the ground floor of the Christensen Center, serves as the student group office area and houses the Augsburg Day and Weekend Student Government, the ECHO (campus newspaper) office and the KAUG (campus radio) office. Cubicles, lockers, and additional work spaces are also available in this area for student group use. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theatre Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals. Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students (women and men) and a meeting place for students, faculty, and staff alike. It houses a women’s studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues; an annual Feminist Film Series in the spring; monthly brownbag lunch discussions, and of course, the Koryne Horbal Convocation Lecture in the fall, which features women and men who speak about the many issues important to women’s and to all lives. We also regularly cosponsor annual events for the Muslim Student Assocation’s Women in Islam Day and for the Asian American Women’s Group. We would love to support you as an intern or volunteer, or simply to cosponsor your event! Please contact us or friend us on Facebook. Student staff positions at the WRC are posted with Human Resources, so please check their listings. We hope to see you soon! 31 The WRC is the home of the Student Feminist Collective and provides meeting space for the Asian American Women’s Group, the Sexual Assault Advocacy Group at Augsburg (SAAGA), and the Women of Africa Resource and Development Association (WARDA). Friend us on Facebook to find out about upcoming events. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Sports and recreation At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers on a spaceavailable basis a doublerink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an airsupported dome over the athletic field for winter fitness use by walkers and runners. (See Fitness Centers on page 32.) Gage Center for Academic Achievement The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The center consists of five collaborating units: Academic Advising Academic Advising orients new Day and Weekend College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office continues to serve students throughout their tenure at Augsburg by providing interpretation of core curriculum requirements, administering entrylevel skills assessments, interpreting graduation requirements, providing degreeplanning materials, and answering questions on student academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the work of professional staff advisors across campus. The Academic Advising office is located in the Enrollment Center. All current students are assigned to a faculty advisor. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare a major and select a faculty advisor. Majors and minors are declared online through Augnet Records and Registration. Students select a faculty advisor from their major area of study using the Change of Major/New Advisor Form. All Day students are required to meet with their assigned faculty advisor(s) each term prior to registration. Both Day and weekend college students are encouraged to meet with their faculty 32 advisor(s) as often as is necessary. Center for Learning and Adaptive Student Services (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric, and other cognitive disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, notetaking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Computer Laboratory • Assistance with academic, organizational, and time management skills CLASS specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to the CLASS office. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learningrelated disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. Academic Skills Office (ASO) The Academic Skills Office provides comprehensive academic support (e.g. time management, notetaking, reading, testing, motivation/procrastination) for all Augsburg students through individual and group appointments. In addition, the Academic Skills Coaches address affective needs and aid with the transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: • Tutoring/Supplemental Instruction Services: ASO coordinates free tutoring for most classes and supplemental instruction in specific courses. Tutors and SI Leaders receive a professor recommendation and are trained by the ASO. • Conditional Admit Program (CAP): A limited number of students are admitted conditionally through the CAP program. Students must fulfill CAP requirements or they will be continued in the CAP program or dismissed. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of dismissal procedures. • Probation Advising: Students placed or continued on academic probation are required to meet with an approved academic advocate. Registration is prevented until the student completes the probation requirements as specified by their academic advocate. Students who do not meet with their academic advocate and/or do not fulfill the probation requirements will 33 be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills/. See the “Academic Progress, Probation, and Dismissal” section of the catalog for a description of probation and dismissal procedures. • Augsburg Advantage at St. Kates (AASK): Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program. The AASK program is a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first year students complete at Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion, students are guaranteed sophomore status (minimum of 7 course credits) and will have fulfilled many of the firstyear Augsburg requirements. To complete the program, students are required to: • Complete all required courses (30 semester credits) including Foundations in Fitness (at Augsburg) with a minimum 2.5 GPA and no course grade below a 2.0 or P. • Satisfactory completion of all Critical Competencies at St. Kates • Attend all seminars and transition events at Augsburg and St. Kates • Complete transition application and recommendation process with adviser at St. Kate’s by March 15. • Complete the Summer Transition Program (one course and all programming) in Summer I at Augsburg after year at St. Kate’s. TRIO Programs TRIO programs are federal student services programs funded by the U.S. Department of Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help students overcome class, social, academic and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, and assist with preparation for graduate school. TRIO-Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are lowincome, firstgeneration college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be U.S. citizens, permanent residents or refugees, must demonstrate academic need for program services, and be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program Adviser to address academic success issues, through: • Individual academic advising and support, including appropriate goal attainment strategies and selfadvocacy skillbuilding • Academic program planning, including preregistration for each term, major and career decisionmaking, and longterm course planning • Preemptive tutoring during the first seven weeks of the semester 34 • Financial aid counseling and financial literacy education • Assistance with FAFSA renewal and supplemental scholarship applications • Academic progress monitoring • Weekly progress meetings for students on academic probation, and for students admitted through Conditional Admit Program • Career and personal skills development, with referrals to appropriate resources • Academic success workshops, group academic skill development • Graduate and professional school information and application assistance • Social and cultural activities and studentled events • Equipment lending program for shortterm use of laptops, graphing calculators, Smart Pens • Fiveweek residential Summer Bridge program including free summerterm college coursework, academic seminars, adjustmenttocollege workshops, and advising for 25 incoming firstyear students • Needbased scholarships for students actively participating in TRIO/SSS Students may apply for TRIO/SSS anytime after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS Adviser, contact TRIO/SSS program staff at 6123301311, or triosss@augsburg.edu. TRIO-McNair Scholars Program—The McNair Scholars Program, a federal TRIO program funded by the U.S. Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. McNair Scholars enroll in the program during their sophomore or junior year. Students must be enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the program, the student must be lowincome AND first generation OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The Augsburg McNair program serves 25 students per year. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. For research, scholars receive funding from the college and the grant for a total of $4,000 stipend plus up to $1,500 for room and board and up to $500 for research supplies. Stipends are also available for attending and presenting their work at a professional conference (up to $1,000). Students will also participate in: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as graduate school application and GRE fee waivers and other financial incentives, such as McNair designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuitionfree academic credit courses, Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community 35 Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include help securing national fellowships and research opportunities on and off campus, graduate and professional school advising, prehealth sciences advising, GRE and LSAT preparation, application assistance, and monetary support for selected research projects and conference travel. Services for Students with Disabilities Access Center The Access Center provides support and specialized services to students with documented physical disabilities. These may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments. The Access Center is committed to providing equal and integrated access for students with disabilities to the academic, social, cultural, and residential programs that Augsburg College offers with the goal of promoting independence and assisting students in reaching their individual potential. Areas of assistance include but are not limited to: • individual meetings with the physical disabilities specialist on a regularly scheduled basis • Determination of academic accommodations • Assistance with time management issues • Academic advising and assistance • Advocacy with faculty and staff • Use of assistive technology • Assistance with community support services and other nonacademic issues Housing accommodations are provided on an individual basis for students with physical disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Weekend College and graduate students with documented physical disabilities are encouraged to contact the Access Center for assistance. Every effort will be made to schedule a meeting time that works for all involved. Center for Learning and Adaptive Student Services Supports students with learning, attentional, psychiatric, and other cognitive disabilities. TRIO/Student Support Services Students with disabilities may be eligible to apply for TRIO/SSS. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The 36 culture of StepUP is shaped by its values: recovery based on spirituality and the 12step model; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol and drugfree environment; and developing healthy minds, bodies, spirits and emotions. Students live in oncampus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community building activities. Students have access to academic skills specialists and other support services on campus. Participation in the program offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12step abstinencebased recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Ethnic Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: • Assists students with the admission process and financial aid application • Nurtures students’ identification as an American Indian and provides opportunities for students to learn about their heritage • Provides opportunities for the campus community to learn about the variety of American Indian people and cultures • Provides academic advising and course plans • Provides opportunities to network with other American Indian students, faculty, staff, and alumni • Provides a number of different scholarships including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships • Offers community and professional referrals, networking opportunities within the Native community and information about jobs and internships Hispanic/Latino Student Services The Hispanic/Latino Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises Latino student organizations (such as the Spanish Club and the Allied Latino/a Augsburg Students) and supports academic, social, and cultural events/activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. 37 Pan-Asian Student Services The PanAsian Student Services program was created in 1992 to recruit and retain Asian American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and nonacademic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Student Services The PanAfrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally conscious personal, academic, financial, preprofessional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of PanAfrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the PanAfrikan Student Union. The PanAfrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievementoriented students of color who are continuing Augsburg undergraduate students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alum of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: • A GPA of 2.5 or higher • Demonstrated financial need • Demonstrated leadership ability or potential • Demonstrated community involvement both on and off campus Program objectives are to: • Support scholars as they continue at Augsburg • Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? • Assist in discerning vocation 38 • Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/cao/lgbtqia.html. Health and Fitness Center for Counseling and Health Promotion (CCHP) CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges with professional mental health counselors. Through counseling, students can name personal strengths and challenges, identify selfcare and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, selfesteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased selfunderstanding and personal growth, and by directly addressing potential barriers to academic success. CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly pilates and yoga classes. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. 39 Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal copay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any copays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 6123301707 or visit www.augsburg.edu/cchp. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student Advising (ISA) ISA’s mission is to serve the educational and personal development needs of the international student body in a way that embraces our common humanity and cultural diversity. The director of International Student Advising is responsible for: • Fulfilling duties of Principal Designated School Official (PDSO) for F1 student visa program and Responsible Officer (RO) for J1 student/scholar exchange program • General advocacy for international students • Advising the International Student Organization • Facilitating intercultural skillbuilding sessions for students, faculty, and staff • Celebrating diversity of cultures by increasing awareness of international/intercultural issues New international students participate in an orientation program that provides practical information on housing, health insurance, taxes, banking, local transportation, and applying for a social security card. Students use intercultural communication theory to explore their adjustment to a new culture and education system. The International Student Organization (ISO) provides a forum for the interests and concerns of international students and fosters productive interaction among them, the college administration, and U.S. students. This mission is accomplished through yearly programming of events such as International Education Week, sponsorship of forums on international issues, and outings to sites of interest in the community. Information on how to get involved is available through ISA. Residence Life Program Students who choose to make Augsburg their home find a friendly, 23acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. 40 Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Department of Residence Life staff are professional and student team members available to support students in their academic and cocurricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24hour computer lounge, wireless internet, study lounges, 24hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: • Enrollment deposit • Housing deposit • Housing contract Students submitting deposits and the housing contract after May 1 will be placed in housing as space is available. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—One home to new Auggies and upperclass resident advisers, this ninestory high rise houses 324 students. Each floor is considered a houseunit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Mortensen Hall—This building is a 13story highrise apartment building. It contains 104 one bedroom and twobedroom apartments to accommodate 312 upperclass students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: twobedroom apartments, tworoom suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two and four bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for upperclass students. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substancefree living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP firstyear and upperclass community and upperclass students committed to an alcohol and drugfree environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past special interest housing include PASU, Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, PreProfessional Health Association, and the Cross 41 Cultural House. Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features smalltable units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced ‘náhbu’, with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. College Policies Student Standards of Behavior, Complaints, Records The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the AMail publication, and the student’s Augsburg email account. Students should check their campus mailbox and their student email account regularly. The AMail is a daily online publication on Inside Augsburg. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog on page 62 and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non“directory information.” It is not sufficient to ask for letters of recommendation. 42 Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. Discrimination Complaints For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 6123301023. Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. 43 Academic Information Augsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Degrees Offered Augsburg offers the bachelor of arts, the bachelor of music, and the bachelor of science degrees. Augsburg also offers the master of arts (in leadership, nursing, and education), the master of business administration, the master of science (in physician assistant studies), the master of social work, and the doctor of nursing practice degrees. Academic Calendar The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Fulltime students normally take four course credits each semester. The day program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take a course on another campus during the regular term.** Weekend College classes typically meet on alternate weekends and the program follows a trimester calendar. Some classes may meet weekly on weekday evenings. The fall trimester is held from early September through midDecember. Winter trimester meets from January through late March. Spring classes are held from early April through the end of June. There are 78 class sessions each trimester, and classes meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are 78 class sessions each trimester with each class meeting for 31/2 to 4 hours. Students may take one to four classes each term.** **See Registration under the Academic Policies and Procedures section and Calendars under Academic Calendars Courses and majors offered through Weekend College and the Rochester campus are the same 44 as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions, plus two summer online options. Select graduate level courses may be made available in a separate summer term. The summer session schedule is available in March of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs Section.) Faculty The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every firstyear is assigned an Augsburg Seminar adviser and, later, chooses a major adviser. In this close interaction, faculty act as both mentors and models for students. Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The fourlevel, 73,000squarefoot facility houses all library and information technology functions of the College. In addition to the 190,000 volume main collection, the Lindell Library includes special collections and archives, curriculum library, a computer lab and student computing help desk, library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 190,000 volumes within Lindell Library and, through a daily courier service, to the library holdings of the seven private liberal arts colleges in the Twin Cities. Lindell Library has a large collection of media resources. A serviceoriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with the best access to information technology and training. Visit the Student Technology website, www.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing 45 Students have access to more than 250 oncampus computers. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24hour Urness computer lab. The College has six computer classrooms and 41 technology enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. Several computer clusters are available for more specific student use within academic departments. A highspeed fiber optic campus network provides access to AugNet online services, printing, and to the Internet and Internet2. Networkready student machines can connect to the campus network from dormitory rooms or any building on campus using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on and offcampus. Academic Organization and Programs Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes. Fine Arts and Humanities—American Indian studies, art, communication studies, English, history, languages and crosscultural studies, music, philosophy, religion, theatre arts, College librarians. Natural and Social Sciences—Biology, chemistry, computer science, economics, mathematics, physics, political science, psychology, sociology. Professional Studies—Business administration, education, health and physical education, nursing, social work. Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college. Others explore a variety of disciplines before deciding. A major at Augsburg shall require no more than 13.0 credits from any one academic department. The Academic Affairs Committee may amend this credit maximum in support of industry or professional accreditation standards. Students may complete nonrequired electives within the department beyond the 13.0 credit limit. The College requires students to declare a major by the end of the sophomore year, and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students are not required to complete a minor for graduation; however, minors completed prior to graduation will be listed on the transcript. Minors are not noted on the transcript if they are completed after a bachelor’s degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A studentdesigned major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program 46 design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the studentdesigned major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a studentdesigned major program proposal that includes: a. A statement of learning goals and objectives. b. A list of proposed courses (minimum of nine, no more than one of which is a lower level language course and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Strommen Career and Internship Center for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the studentdesigned major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the studentdesigned major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the dean’s office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved studentdesigned major may be made through the normal petition process to the Student Standing Committee with adviser approval. ACTC Majors—It is possible for fulltime day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Other Study Programs Teaching Licensure 47 Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergartenelementary or K6 license. A middle school endorsement is available in one of the following: mathematics, science, communication arts/literature, social studies. A preprimary endorsement (3 to 5yearolds) is also available. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 512. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Specialist licenses are available in art (K12), vocal music and instrumental music (K12), and physical education (K12). The licenses prepare people to teach in grades K 12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) K12 special education majors and licenses in Emotional/Behavioral Disabilities and in Learning Disabilities are also available. These majors and licenses are offered only through Weekend College. Students seeking elementary licensure and special education licensure have education department advisers. Students seeking 512 and K12 licensure have advisers in their subject area major and in the education department. It is very important that students work closely with their advisers throughout their programs. Certificate Programs Augsburg offers undergraduate certificates through the departments of Art and Business Administration (see departments and programs section). Certificates are available to nondegree seeking students or students who are completing a degree from a different academic department. A student may declare degree seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a preprofessional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116 (or 105, 106), 351, 352; MAT 114 or 163; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See engineering degree and major requirements. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take lawrelated courses to help determine their interest in law. Prelaw students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable LSAT score. Pre-Medicine—A major in chemistry and biology is not required in order to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. Students should review requirements and recommended courses of each program being considered 48 for application and consult early and frequently with a prehealth science adviser. Coursework that is required by most medical schools includes: one to two semesters of English composition such as ENL 111, 220; CHM 115, 116 (or 105, 106); CHM 351, 352; BIO 151, 152, 253, 369; MAT 145, 146, 163; PHY 121, 122. Courses recommended in preparation for MCATs: BIO 355, 473, 476; CHM 361. Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy— Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116 (or 105, 106), 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in Behavioral Sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy, and Greek in the junior and/or senior year. The Center for Faith and Learning (Memorial 231) provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 (or 105, 106), 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theatre, and art performances. Honors courses bring in professors from several different departments so you can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departments and programs section. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources of the fourteen libraries. Associated Colleges of the Twin Cities (ACTC)—Fulltime day students at Augsburg and the 49 St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which a student has crossregistered is kept in the Office of the Registrar at Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers offcampus study semesters in Norway, Northern Ireland, Ecuador and the Twin Cities. (See HECUA programs on page 163.) McNally Smith College of Music—Augsburg College fulltime students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their advisor to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two and threeyear AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 6519626320 or 18003286819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Predeparture and reentry support (application, orientation, etc.) • Facultyled, shortterm program coordination About half of Augsburg undergraduate students are studying abroad. Graduate students also find shortterm programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting 50 with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Course Approval Form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Students can study abroad at any point in their academic career. Semester and Summer Programs • Courses taken on offcampus programs during the senior year will meet the Augsburg residency requirement. • Students must take a full load of credits while abroad on semester programs. • Students must take courses AF while abroad. • Grades received on affiliated and nonAugsburg programs are reported as transfer credit on the transcript, and thus are not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the shortterm program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be readded to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. • Overload Fee Exemption for facultyled January and Spring Weekend College (WEC) programs: January and spring WEC facultyled programs are placed within the spring semester. However, fulltime Day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC facultyled shortterm program as a spring term course in order to be considered parttime or fulltime. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course. The same policy exemption is valid for Day students doing a study abroad program scheduled in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. • Be at sophomore, junior, or senior standing by the time you study abroad. Shortterm, facultyled programs will allow participation as a firstyear if the student receives approval from 51 the facultyleader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all nonrecoverable program costs incurred. • Not have an outstanding balance on student account. • Be aware that students applying to facultyled programs, who meet the above criteria, are accepted on a rolling basis; space is limited on these programs so applying early is important. Application deadlines for semester programs are: October 1: Spring semester study abroad and winterbreak facultyled programs November 1: Springbreak facultyled programs February 1: Spring WEC term and Summer Session facultyled programs March 1: Fall semester and nonfaculty led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are accepted to study on facultyled programs on a first applied, first accepted basis. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to universitysponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged to work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These costs vary from program to program. Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally funded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs (see below in Study Abroad Program section). However, institutionallyfunded aid may be used only once toward study abroad costs on an affiliate or nonAugsburg program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to 52 students studying abroad. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification nonrecoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of Augsburg Abroad and their program provider. Study Abroad Programs Students have over 200 programs in over 90 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg Experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburg affiliated options then they can apply to do a nonAugsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Course Approval Form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide crosscultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on twoweek seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientiallybased intensive semester of study and travel designed to introduce students to the important issues facing Mexico, U.S.Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, and gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, and feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students.The program includes rural travel within Mexico and 45 day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Although students may select courses from several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the following 4 concentrations: 1) Business, 2) Religion, 3) Spanish, and 4) Women’s Studies. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)— 53 Fall or Spring This program examines the crucial issues of nationbuilding, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a longterm project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Social Change in Central America: Exploring Peace, Justice and Community Engagement (Guatemala, El Salvador, Nicaragua)—Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit maybe earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one course in collegelevel Spanish or its equivalent. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanishspeaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop crossculturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners and Exchanges The Office of International Programs offers a broad range of semester and academic year programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several options in diverse disciplines: liberal arts programs, group programs, “tailormade” individual study programs, and practical professional experiences. All coursework is in English. Travel scholarships are available for some locations. For further information on programs in Finland, Germany, and Norway, contact the International Partners office. For exchange programs in China and Slovenia, contact Augsburg Abroad. 54 Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the listings under International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Divided States of Europe—Spring Ten former communist nationstates have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, rightwing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a communitybased organization with study of the community development process. A homestay and a handson internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. Northern Ireland: Democracy and Social Change—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a sevenweek internship, students get handson experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through the University of MinnesotaMorris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through short term travel. Contact Augsburg Abroad for the most current list of programs. 55 Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff also assist students with choosing majors, locating internships, preparing for internship and job searches, graduate school applications, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work or servicebased learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives, strategies, and evaluation methods for receiving credit. Students do internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. Internships for credit are available in all majors and can be taken during a Day program semester, Weekend College trimester or summer sessions. Interdisciplinary (INS) internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed offcampus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Notforcredit internships related to a student’s major or career interests can be registered for a zerocredit transcript notation (GST009). The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are parttime during the academic year and/or full time during summer and can begin and end anytime. Students set learning goals and evaluate their experience. The director of the Strommen Career and Internship Center supervises noncredit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement by completing a WorkConnections reflection process. 56 Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Servicelearning Program provides students with opportunities to understand and respond to needs in the city through courseembedded service experiences and civic engagement activities. A key component of communityservicelearning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with servicelearning experiences in the City, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Servicelearning components are embedded in most academic disciplines. Examples of community servicelearning sites include: homeless shelters, cultural and environmental organizations, tutoring programs and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through servicelearning. To accomplish these goals, three separate programs exist: 1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and served by student volunteers to neighborhood partners including: homeless shelters, youth and senior programs, and others. 2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. 3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November of 20082009, Augsburg College launched its first year of the Bonner Leaders program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in longterm policy advocacy throughout their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner Leaders program were largely firstyear students, with diverse ethnic and geographical backgrounds, and unique experience with communityleadership roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a lowincome housing program, providing community health outreach, and working with a financial literacy program. Beyond their workstudy service, students participated in at least 100 volunteer hours with various community initiatives and civic engagement projects on campus. Through their participation with the Bonner Leaders program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leaders program 57 is a successful campus model to build on the college’s culture of community and civic engagement and bring together existing community service programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Reads Program is a federally funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the CedarRiverside neighborhood focused on student achievement through after school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Doctorate in Nursing Practice, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. The MAE also offers the preprimary specialty and the K12 Reading Teacher endorsement. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K12 Reading Licensure Endorsement and the preprimary endorsement at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Graduate Admissions office. For further information about the programs, contact the Education Department or the Graduate Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This crossdisciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington site. (Note: A fiveyear program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Webenhanced teaching is used for all classes. Practicums include optional shortterm study abroad experiences. Students may choose 58 to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA in Nursing program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After provisional acceptance to the MA in Nursing program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice (DNP) program is designed for registered nurses (RNs) who currently hold a master’s degree in nursing and wish to advance their practice within diverse communities and complex institutions. The program prepares nurses for advanced transcultural nursing in community life, integrating holistic practice modalities that uphold and improve human potential across care settings and care systems. Emphasis is on nursing leadership and system level changes that decrease health inequities and improve health outcomes of persons underserved by the current health system. Short term study abroad and away opportunities are woven throughout the curriculum and students are encouraged to take advantage of these opportunities. The DNP program is structured in a cohort model. Students are admitted to the program during the spring and classes begin in the fall term. Classes meet facetoface one day per month and three times during a term. Seminars are scheduled for the mornings following classes. Video conferencing between Minneapolis and Rochester is used for most classes and seminars. The program is structured to be completed in 32 months of parttime study 5 semester credit hours per term. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative smallgroup environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, international business, social entrepreneurship and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as healthcare providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the 59 College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengthsbased, problemsolving framework. Graduate social work classes meet in fourhour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound service organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will 60 be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their registrations. Additionally, day students are required to meet with their academic advisers prior to registration for the fall and spring terms. Web registration through AugNet is the primary method of registration, though the Enrollment Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • THP courses (theatre practicum courses) • 100level MUP courses (variable credit music lessons) • Student Teaching (Education department approval required) • Independent Study and Directed Study (separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships (registration form available at the Enrollment Center; instructor and Director of Strommen Career and Internship Center signatures required) Fulltime day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as fulltime students. Students registered for two course credits are classified as halftime students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s webpage. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. After initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. Weekend College and Rochester program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered halftime for the term. The last day to initially register for courses in the Weekend College program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after 61 the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Office of the Registrar—6123301036 Academic Advising—6123301025 Augsburg for Adults—6123301782 Rochester Program—5072882886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most degree requirements through their home program. However, fulltime students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Tuition will be charged at the rate of their home program for courses registered outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered fulltime and will be charged the full time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day parttime rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day fulltime tuition rate for students who crossregister is 4.5. Students have registration priority in their home programs. Crossover registration dates are 62 published on the registrar’s office webpage. Crossover registration is not available online. The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester students may NOT cross over to attend ACTC courses. Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Students registered in spring Day may not do a change of program into spring WEC. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must be readmitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Leave of Absence Students following the Day calendar (semester) may apply to take a leave of absence for one term. The leave of absence allows continued access to email and AugNet Records and Registration. If a student on a leave of absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission form in order to re enroll. The Leave of Absence program is not available to Day students who withdraw from all courses in a term. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the 63 withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is nonrefundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published registration deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term from which they withdrew from College. The committee typically meets every other week throughout the school year (SeptemberApril), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chair sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; if applicable, include a signed drop/add form and $50 check. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. 64 Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete an additional major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmentalremedial courses, vocationaltechnical courses, or continuing education units (CEUs). Courses with grades of C, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on a individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six, respectively. Augsburg College limits transfer credit from twoyear colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from twoyear colleges. Once a student reaches this credit limit, no additional credits will transfer from twoyear institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty advisers and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students 65 Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C – or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entrylevel Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by U.S. Coast Guard Institute: 66 www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force Records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See Special Students section (Second Degree). Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency 67 requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entrylevel skill courses before enrolling in collegelevel classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Skills Critical Thinking, Math, Writing (Assessments and Placements) Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, 68 and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements Skills Requirements Entry Level Skills Assessments There are entry level skills assessments in: • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. Firstyear students who begin at Augsburg in the Fall of 2010 or later must complete all required developmental/entrylevel courses by the end of their fourth term. Transfer students who begin at Augsburg in the Fall of 2010 or later must complete all required developmental/entry level courses by the end of their third term. The developmental courses subject to this policy are: • GST 100 • ENL 101 • ENL 111 / HON 111 / ENL 112 • ENL 217 / 218 • MAT 103 / 105 Critical Thinking Assessment and Requirement Students identified as needing the entry level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their 69 first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing Assessment and Requirement A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Unless they have received formal approval of a course equivalent to ENL 111 on their transfer evaluation, transfer students must also take the writing placement exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of the sophomore year. Modern Language For students who have not previously studied a modern language, completion of a twocourse sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Crosscultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on 70 the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information can also be found in the English Language Learners section. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not included in the 32course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. • We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, firstyear weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as firstyear students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a firstyear learning community in their major or related area of academic interest. AugSem’s purpose is to help first 71 year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages firstyear students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships and applied work experiences (including fieldwork, practicums, and student teaching), facultystudent research, service learning/community service, study abroad, and offcampus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. Approved Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning and (2) link oncampus learning to the goals, mission, needs, or ideas of offcampus people, organizations, and/or communities, either through community partners, professional activities, and/ or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/nocredit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and indepth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Senior Keystone. 72 The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and CrossCultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theatre Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with 73 a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See department and program pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Biopsychology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/ Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Biopsychology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics Evaluation and Grading Explanation of Grades The official delivery of endofterm grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. 74 Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Pass/No Credit Students who choose the P/N option are cautioned: • In order to receive a grade of P, a student must achieve at least a grade of 2.0. • Some graduate and professional schools do not look favorably on a large number of P graded courses, or rank each as a C. • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • Pgraded courses do not count toward the requirement that 14 traditionally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations in the Graduation Requirements section. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form by the end of the term with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following 75 academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without notation on the record and before the last day to withdraw deadline. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Fulltime day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for parttime and Weekend College students is listed under Weekend College costs in the Financing Your Education section on page 21. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits 76 • • Juniors—15 completed course credits Seniors—23 completed course credits Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Additional information is available on the Academic Advising webpage and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising webpage. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal 77 arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campusbased liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (onefourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • His/her cumulative GPA is below 2.00 78 • He/she is a firstyear student who receives two (2) zero or No Pass grades • He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades • At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program (CAP) section of the catalog). For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills/. Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Students on probation who voluntarily withdraw from the College must receive permission from the Student Standing Committee to reenroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his/her commitment to academic success. A student will be removed from probation if: • His/her cumulative GPA reaches 2.00; or • He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as Social Work, Education and Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide/. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be fulltime students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission has been given by the student, an announcement is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Students may also receive honors recognition for departmental honors and for participation in the Honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: 79 Summa cum laude: 3.904.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.803.89 GPA Cum laude: 3.603.79 GPA To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at www.augsburg.edu/registrar/. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other six graduate programs as well as undergraduate students in the Weekend College and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 7037424200 Fax: 7037424239 Email: degreeverify@studentclearinghouse.org Veterans of Military Service Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. 80 Additional information about veterans education benefits can be found at www.gibill.va.gov. Family Educational Rights and Privacy Act Notice The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information—You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s email address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); 81 • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 202024605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 6123301717. 82 Majors and Minors Listings that are in bold type are offered through both the day program and Weekend College. Listings indicated by asterisks are also offered through both the day program and Weekend College, but may include completion of weekly evening courses for some requirements. Students are encouraged to discuss scheduling rotation of major courses with their faculty adviser. Weekend/ Rochester/Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. Majors and Areas of Emphasis Accounting General Accounting Managerial Accounting Public Accounting American Indian Studies* Art* Art History Studio Art* Biology (B.A. or B.S.) Life Sciences (B.A.) Biopsychology (B.S.) Business Administration Economics/Business Administration Marketing (WEC only) Music Business Chemistry (B.A. or B.S.) Clinical Laboratory Science (B.S.) Communication Studies Communication Arts/Literature (Teacher Licensure Major) Human Relations Marketing Communications Mass Communication Organizational Communication Professional Communication Public Relations and Advertising Supervisory Management Computer Science (B.A. or B.S.) Computational Economics (B.A.) Computational Philosophy (B.A.) Economics 83 Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (Teacher Licensure Major) Mathematical Economics (B.S.) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (B.A. or B.S.— licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (non-major, licensure only) Engineering 2 English* Creative Writing* Literature, Language, and Theory* Media Writing* Environmental Studies Exercise Science Film Finance Health Education (B.A. or B.S.) History* International Business International Relations International Business Concentration Languages and Cross-Cultural Studies 1 Cross-Cultural Studies French German Norwegian Spanish Management Management Information Systems Marketing Mathematics (B.A. or B.S.) Medieval Studies Metro-Urban Studies Music Music (B.A.) Music Business (B.A.) 84 Music Education (B.M.) Music Performance (B.M.) Music Therapy (B.S.) Nordic Area Studies Nursing (B.S.—Evening program offered through Weekend College only)* Philosophy Computational Philosophy Physical Education (B.A. or B.S.) Physics (B.A. or B.S.) Space Physics (B.S.) Political Science Political Science/Economics (Teacher Licensure Major) Psychology Psychology and Law Social Psychology Religion* Youth and Family Ministry Social Work (B.S.) Sociology Student-Designed Theatre Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies 1 Minors Accounting American Indian Studies* Art Architecture Art History Studio Art* Biology Business Administration Chemistry Communication Studies Computer Science Economics English* English Literature, Language, and Theory Writing Writing–Creative Emphasis Writing–Media Emphasis Environmental Studies 85 Film Health Education History* International Business International Relations Languages and Cross-Cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion* Youth and Family Ministry Sociology Social Welfare Special Education Theatre Arts Theatre Arts Theatre History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. 86 Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to over 2,500,000 volumes and media resources. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which a student has cross-registered is kept in the Office of the Registrar at Augsburg College, not the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Norway, Northern Ireland, Latin America, and the Twin Cities. (See HECUA programs on page 163.) McNally Smith College of Music—Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their advisor to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800-328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in study abroad. Services include: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Pre-departure and re-entry support (application, orientation, etc.) 87 • Faculty-led, short-term program coordination About half of Augsburg undergraduate students are studying abroad. Graduate students also find short-term programs as part of their curriculum. Students abroad will find themselves in a variety of locales and studying a variety of disciplines: studying gender issues in Central America; acting with masks in Norway; interning with community organizations in Northern Ireland; studying political science in Namibia; learning about ecology in Tanzania; taking organic chemistry in New Zealand; and learning a language where it is spoken. Academic Requirements and Credit Students fulfill the Augsburg Experience requirement on approved programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, liberal arts foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Credit Agreement form that is signed by academic advisers and appropriate staff and faculty approving courses. Students should be aware of the following policies related to study abroad: • Students can study abroad more than once. • Students can study abroad at any point in their academic career. Semester and Summer Programs • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • You must take a full load of credits while abroad on semester programs. • You must take courses A-F while abroad. • Grades received on affiliated and non-Augsburg programs are reported as transfer credit on your transcript, and thus are not figured into your GPA. • A “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs • Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. • Overload Fee Exemption for faculty-led January and Spring Weekend College (WEC) programs: January and spring WEC faculty-led programs are placed within the spring semester. However, full-time Day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC faculty-led short-term program as a spring term course in order to be considered part-time or full-time. • Crossover Policy Exemption: The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the Day program do not count that as their crossover course. The same policy exemption is valid for Day students doing a study abroad program scheduled in a WEC term. Eligibility and Application The following are Augsburg College’s requirements for study abroad: • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. 88 • Be a sophomore, junior, or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • Not be on academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. • Not have an outstanding balance on your student account. • Be aware that students applying to faculty-led programs, who meet the above criteria, are accepted on a rolling basis; space is limited on these programs so applying early is important. Application deadlines for semester programs are: October 1: Spring semester study abroad and January faculty-led programs February 1: Spring WEC term and Summer Session faculty-led programs March 1: Fall semester and non-faculty led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Students are accepted to study on faculty-led programs on a first applied, first accepted basis. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. These costs vary from program to program. Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionallyfunded aid (e.g., Presidential, Regents, Legacy, Promise and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg Programs (see below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study abroad costs on an affiliate or non-Augsburg program. Cost estimates for the time 89 abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification non-recoverable costs will be assessed and charged to the student account. Depending on the time of notification of withdrawal students may owe nothing, the study abroad fee, the deposit, or some, or all, of the program fee. Students are also subject to the cancellation and refund policies of their program provider. Study Abroad Programs Students have over 200 programs in over 90 countries from which to choose. In addition to the below Augsburg College programs, students can choose from affiliated program providers. These programs have been reviewed to meet the Augsburg experience requirement, diverse needs of students, and provide quality student service. The programs are reviewed each year. If students cannot find a program that meets their needs from the Augsburg College or Augsburgaffiliated options then they can apply to do a non-Augsburg program. Students with a strong academic or financial reason, faculty support (as shown on the Credit Agreement form), and who choose a good quality program, may be approved. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and several weeks living with host families. In the Mexico and Namibia programs, students travel together on two-week seminars — from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. (Some travel scholarships are available for Augsburg students.) Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall Learn about the central issues facing Mesoamerica, with emphasis on the experience and empowerment of women. Students will engage in gender analysis of key social, economic, political, and cultural issues in Mexico and El Salvador; explore the interconnectedness of race, class, and gender; and learn first-hand from both women and men who are involved in struggles for sustainable development and social change. The program offers credit in religion, political science, women’s studies, and Spanish. Internships and independent studies are also available in nine different disciplines. The program includes a two-week educational seminar in El Salvador, as well as rural travel within Mexico and four-day seminar in Mexico City. Students stay in guest houses while traveling, in Augsburg approximately six weeks, and with Mexican host families for four to six weeks. Prerequisite: one college-level Spanish course or its equivalent. International Business and Global Citizenship (Mexico)—Fall The largest immigrant group in the United States is composed of people born in Mexico, and Mexico is front and center in debates about globalization and U.S. immigration policy. This program, designed for international business majors, will study the important role that Mexico plays in the U.S. in relation to trade issues, how to conduct business in and with Mexico, and use it as a lens to learn 90 about international business topics that are relevant in many different countries. Students will have the opportunity to study Spanish at levels from beginning to advanced, live with a host family for four weeks, and develop closer relationships in the community and improve their international business background by completing an internship in a local business or government office. Prerequisites: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world: rapid globalization and under and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available. Sustainable Development and Social Change (Guatemala, El Salvador, Nicaragua)—Fall or Spring This is an intensive semester of study and travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches towards social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Prerequisites: one college-level Spanish course or its equivalent is required. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field placement is also available for qualified students. Students live with Mexican host families for six weeks. International Partners and Exchanges The Office of International Programs offers a broad range of semester and academic year programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several 91 options in diverse disciplines: liberal arts programs, group programs, “tailor-made” individual study programs, and practical professional experiences. All coursework is in English. Travel scholarships are available for some locations. For further information on programs in Finland, Germany, and Norway, contact the International Partners office. For exchange programs in China and Slovenia, contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Norway, East and Central Europe, Ecuador, Northern Ireland, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the listings under International Studies; and for HECUA programs in the Twin Cities, see Interdisciplinary Studies. Scandinavian Urban Studies Term: Norway—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Divided States of Europe—Spring Ten former communist nation-states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. Community Internships in Latin America: Ecuador—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. Northern Ireland: Democracy and Social Change—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. Student Teaching Abroad Selected education department students may participate in the International Student Teaching Abroad program coordinated through the University of Minnesota-Morris. Students who teach abroad will also do part of their student teaching under direct Augsburg faculty supervision. For additional information, contact the Department of Education student teacher director. 92 May/Summer Abroad May and summer courses to many parts of the world enable students to earn credit through shortterm travel. Contact Augsburg Abroad for the most current list of programs. Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests, explore career paths, and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff assist students with choosing majors, locating internships, preparing for internship and job searches, graduate school applications, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic related objectives, strategies, and evaluation methods for receiving credit. Students often do internships in nonprofits, small and large businesses, government agencies, museums, schools, and churches. Internships for credit are available in all majors and can be taken during a semester, Weekend College trimester or summer sessions. Inter-disciplinary (INS) internships are also available. For extension of an internship beyond one term see Evaluation and Grading on page 58. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Non-credit internships related to a student’s major or career interests can be registered for a zerocredit transcript notation. The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/ or full time during summer and can begin and end anytime. Students must set learning goals and 93 evaluate their experience. The director of the Strommen Career and Internship Center supervises non-credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement. Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community-service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the City, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include: homeless shelters, cultural and environmental organizations, tutoring programs and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through service-learning. To accomplish these goals, three separate programs exist: 1) FOOD TO SHARE—Surplus food from the Augsburg Dining Service is donated, reheated and served by student volunteers to neighborhood partners including: homeless shelters, youth and senior programs, and others. 2) FOOD TO GROW—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. 3) FOOD TO BUY—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November of 2008-2009, Augsburg College launched its first year of the Bonner Leaders program, funded through the National Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg College. Those selected to be a part of the Augsburg College Bonner Leaders program were largely first-year students, with diverse ethnic and geographical backgrounds, and unique experience with community-leadership roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a low-income housing program, providing community health outreach, and working with a financial literacy program. Beyond their work-study service internships, students participated in at least 100 hours of volunteer hours with various community initiatives and civic engagement projects on campus. 94 Through their participation with the Bonner Leaders program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leaders program is a successful campus model to build on the college’s culture of community and civic engagement and bring together existing community service programs to take us to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Read Program is a federally funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar-Riverside neighborhood focused on student achievement through after school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education: E/BD and LD. The MAE also offers the pre-primary specialty and the K-12 Reading Teacher endorsement. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degrees through a combination of Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education: E/BD and/or LD, as well as the K-12 Reading Licensure Endorsement and the pre-primary endorsement at the graduate level. The program is available through the Weekend College schedule, and the admissions process begins with the Graduate Admissions office. For further information about the programs, contact the Education Department or the Graduate Admissions office. The Master of Arts in Leadership is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays. There is also a Monday evening cohort offering of the program at Augsburg’s Bloomington site. (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) 95 that includes weekdays, weekday evenings, and Saturdays. Web-enhanced teaching is used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico, Guatemala; Namibia; Pine Ridge; S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After successful application to the MA program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the M.A. at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice is a post-master’s program for registered nurses (RNs) who currently hold a master’s degree in nursing. The DNP at Augsburg will prepare nurses to guide system level changes that improve health outcomes of persons underserved by the current health system. The program emphasizes transcultural nursing leadership to maximize health through peaceful, just, and collaborative actions that uphold and improve human potential across care settings with emphasis on health inequities in a global context. In addition to emphasizing transcultural nursing, the DNP curriculum also focuses on advanced community/public health nursing and holistic health. The Master of Business Administration is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily on one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, healthcare management, human resource management, international business, and marketing management. The Master of Science in Physician Assistant Studies is designed for students interested in careers as healthcare providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations for their program 96 focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Theology or Divinity degree (MSW/MA/MDiv) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA/MDiv dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound service organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and non-credit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/U.S. relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a student’s AugNet page. Students are responsible for verifying the accuracy of their registrations. Additionally, day students are required to meet with their academic advisers prior to registration for the fall and spring terms. Web registration through AugNet is the primary method of registration, though the Enrollment 97 Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • Pass/No Credit (P/N) grade options • THP courses (theatre practicum courses) • MUP courses (variable credit music lessons) • Student Teaching (Education department approval required) • Independent Study and Directed Study (separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as half-time students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits or with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available through the registrar’s webpage. The last day to initially register for courses in the Day program (semesters) is the Friday before the term begins. After initial registration, Day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. Weekend College, Rochester, and Partner Hospitals program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at least two course credits in one term are considered full time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend College and the Partner Hospitals program (Weekend College) is the last business day before the term begins. After initial registration, Weekend College students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. 98 Students registered for Weekend College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer School. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Enrollment Center—612-330-1046 Academic Advising—612-330-1025 Augsburg for Adults—612-330-1782 Rochester Program—507-288-2886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either day, Weekend College, or the Rochester Program. It is expected that students will complete most of their degree requirements through their home program. However, full-time students may register for up to 1.0 credits per term outside their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credits in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credits in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking over 4.5 credits will pay the day part-time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home program. Crossover registration dates are published on the registrar’s office webpage. There is a special crossover registration form that must be processed at the Enrollment Center. This registration option is not available by Web. The WEC, Rochester, and Partner Hospitals programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester/hospital students may NOT 99 cross over to attend ACTC courses. Students must have completed their undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Students registered in spring Day may not do a change of program into spring WEC. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for a Withdrawal from College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. The student must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course 100 substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is non-refundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published petition deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term from which they withdrew from College. The committee typically meets every other week throughout the school year (September-April), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chairs sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, please submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; include signed drop/add form and $50 check if applicable. Step 4: After the committee meets, a copy of the petition with the committee’s decision is returned to the student. Day students will receive this notice in their campus box. WEC and Rochester student petitions will be mailed to their home address. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete a second major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot 101 earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on a individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty adviser and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C – or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the A.A. degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to 102 discuss major requirements. Courses with C–grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Please check with the Office of Undergraduate Admissions and consult the departmental section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the U.S. Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by U.S. Coast Guard Institute: www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force Records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. All students are required to file a graduation application with the registrar’s office one year prior to graduation. Faculty advisers, the Academic Advising staff, department chairs, and the registrar staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See Special Students section (Second Degree). 103 Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum —Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certification programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: the core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Skills Critical Thinking, Math, Writing (Assessments and Placements) 104 Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; and • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: • The Augsburg Signature Curriculum • The Liberal Arts Foundation • Skills Requirements Skills Requirements Entry Level Skills Assessments There are entry level skills assessments in: 105 • Critical Thinking • Mathematics • Writing Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. Critical Thinking Assessment and Requirement Students identified as needing the entry level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the math placement exam. Students may retake the Math Placement Exam once during their first term of enrollment. Students are required to take the Math Placement Exam before registering for the first term and should achieve MPG 3 by the end of their first year at Augsburg. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing Assessment and Requirement A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Unless they have received formal approval of a course equivalent to ENL 111 on their transfer evaluation, transfer students must also take the writing placement exam. Students entering Weekend College or the Rochester program do not take the Writing Assessment. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or the equivalent with a grade of 106 2.0, P, or higher, is required. Attendance the first day of class is required. Students should complete Effective Writing by the middle of the sophomore year. Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Cross-cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information can also be found in the English Language Learners section. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different Lifetime Activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are non-credit courses and are not included in the 32-course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. 107 • We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. • We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. • We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. • We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. • We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help firstyear students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see core skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication between diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved 108 experiential learning opportunities are recognized as Augsburg Experiences: internships (including fieldwork, practicums, and student teaching), faculty-student research, service learning/community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. It demonstrates enhanced learning and reflects research and best practices in experiential education. Approved Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning and (2) link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations, and/or communities, either through community partners, professional activities, and/ or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Senior Keystone. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. 109 Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theatre Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See department and program pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Chemistry • Clinical Laboratory Science • Elementary Education • Health Education (teaching licensure only) • Mathematics • Music Therapy • Nursing • Physical Education (teaching licensure only) 110 • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/ Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Chemistry • Clinical Laboratory Science • Mathematics • Music Therapy • Nursing • Physics Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Pass/No Credit Students who choose the P/N option are cautioned: • In order to receive a grade of P, a student must achieve at least a grade of 2.0. • Some graduate and professional schools do not look favorably on a large number of Pgraded courses, or rank each as a C. • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 tradition-ally graded course credits be earned at Augsburg in order to be considered for Latin Honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin Honors, students may elect only two P/N credits. • See P/N limitations in the Graduation Requirements section. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 111 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form by the end of the term with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satis-factory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without notation on the record and before the last day to withdraw deadline. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend College students is listed under Weekend College costs in the 112 Financing Your Education section on page 21. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted.* *Courses with 0 to 4 grade assigned Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. • Sophomores—7 completed course credits • Juniors—15 completed course credits • Seniors—23 completed course credits Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Additional information is available on the Academic Advising webpage and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests that have been developed by the College Board and are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended 113 score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is available from the Office of the Registrar and the Academic Advising webpage. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • There is a faculty member designated by the department to administer the exam. • The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. The Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for 114 exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • His/her cumulative GPA is below 2.00 • He/she is a first-year student who receives two (2) zero or No Pass grades • He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades • At the end of their first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (refer to the Academic Skills Office Conditional Admit Program (CAP) section of the catalog). Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Students on probation who voluntarily withdraw from the College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to his/her commitment to academic success. A student will be removed from probation if: • His/her cumulative GPA reaches 2.00; or • He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as Social Work, Education and Nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide/. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a 115 Weekend College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a Weekend College trimester term by a day student or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission has been given by the student, an announcement is sent to the hometown newspaper for those students on the Dean’s List. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a baccalaureate degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Students may also receive honors recognition for departmental honors and for participation in the Honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude: 3.90-4.00 GPA plus successful completion of the summa oral examination Magna cum laude: 3.80-3.89 GPA Cum laude: 3.60-3.79 GPA To be eligible, a student must complete a minimum of 14 traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the Summa Cum Laude oral examination, go to the Latin Honors section at www.augsburg.edu/registrar/. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic accomplishment. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the Day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other five graduate programs as well as undergraduate students in Weekend College, Rochester campus, and the Partner Hospitals program. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 116 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearinghouse.org Veterans of Military Service Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the V.A. certifying official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans education benefits can be found at www.gibill.va.gov. Family Educational Rights and Privacy Act Notice The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information —You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed 117 below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received (including dates); • The weight and height of members of athletic teams; • The student’s dates of attendance; • Previous educational agencies or institutions attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. 118 Departments and Programs As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Course Descriptions Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, day classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, Master of Social Work, and Doctor of Nursing Practice courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for onehalf or onequarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60minute periods or two 90minute periods per week with additional time required for laboratory work. All full credit Weekend College courses meet for eight threeandonehalfhour sessions during fall and for seven fourhour sessions during winter and spring terms. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for firstyears, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course 119 description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. Internships Registration for internships consists of the following steps: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Strommen Career and Internship Center. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement plan (form available from the Strommen Career and Internship Center) must be submitted to the faculty member responsible for grading the experience. The original is turned in to the Strommen Career and Internship Center and copies are sent to the faculty supervisor and student. 196 Internship/On-campus 197 Internship/Off-campus (.5) 198 Internship/On-campus (.5) 199 Internship/Off-campus A work or servicebased learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/ registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Career and Internship Center regarding requirements and permission to register. 396 Internship/On-campus 397 Internship/Off-campus (.5) 398 Internship/On-campus (.5) 399 Internship/Off-campus A work or servicebased learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested 120 students must consult with the departmental internship coordinator or a faculty member and the Strommen Career and Internship Center regarding requirements and permission to register. (Off campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 121 American Indian Studies American Indian studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Sophia Jacobson, Elise Marubbio Adjunct Faculty Roxanne Gould, Richard Gresczyk, Dale Weston Degree and Major Requirements American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor Five courses including AIS 105. At least two must be upper division. Course Offerings at Augsburg College AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. 122 OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. ANT 141 Cultural Anthropology This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. (This course does not count toward the American Indian studies major or minor; it is recommended as a supporting area of study) AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. 123 AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits es of the dominant culture in each country. Students will learn and interaction with Indigenous organizations. This course is cross-listed with Women’s Studies. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. AIS/ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers 124 Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2XX women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently designed research project. 125 Art—ART Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students and professional artists. Small class sizes and an innovative faculty support creative curriculum in disciplines like drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and we graduate 25-30 majors annually with BA degrees in art history, studio art, art education; we also offer an architecture minor and certificates in studio art and digital design. For nearly half a century, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney Degree and Major Requirements Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 Design ART 107 Drawing One course in two-dimensional art from: ART118 Painting I ART 223 Printmaking I ART 225 Graphic Design I ART 257 Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I ART 250 Ceramics I ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses ART 305 Junior Exhibition and Faculty Review (.0 course) ART 405 Senior Exhibition and Faculty Review (.0 course) 126 Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show with a faculty review, and the annual senior group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, or upper division Art History courses (349, 352, 382, 385, 386, 387, 388, 389) to satisfy the speaking skill. W: Studio art majors may choose two of the following courses upper division Art History courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389. QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 Art History Survey ART 388 Modern Art Two studio courses: ART 102 Design or ART 107 Drawing ART 118 Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division Art History courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) are met by completing the following courses: QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and art department approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. 127 Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Digital Design Eight art courses, including four in digital design (ART 215, ART 225, ART 320, and, ART 340), one in art history, and ART 102, and two studio electives. Art Courses Note: All studio courses require significant work hours outside of class sessions. Some studio courses have lab fees. Studio Art Foundations ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and some threedimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Studio Art ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. ART 118 Painting I Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. ART 122 Plein Air Sketching I Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques 128 are emphasized to create a sketchbook of drawings from direct observation ART 132 Photography I This course introduces the technical skills, creative applications, and vocabulary of blackand-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Materials will average $200225. ART 180 Introduction to Community Based Photography This course introduces the technical skills and creative applications of black and white photography with course work that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Materials will average $200-225. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with Dreamweaver, Photoshop, Illustrator and Fireworks. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. ART 223 Printmaking I An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 225 Graphic Design I This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. ART 233 Collaborative Printmaking: A Press-Free Approach This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based 129 printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. ART 247 Life Drawing Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. ART/THR 265 Computer Drafting for the Stage and Architecture (See Theatre Arts section for course description.) ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. ART 305 Junior Exhibition and Review (.0 course) Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits) ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 315 Web Design II This course explores interactive design through the use of animation, sound, and video in website development. Students will use software such as Flash and Fireworks as primary applications. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. (Prereq.: ART 122) 130 ART 330 Graphic Design II This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline such as: typography, layout, color, information design, branding, packaging, and illustration. (Prereq.: ART 225 or instructor permission) ART 332 Photography II Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black and white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Materials will average $200-225. ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. (Prereq.: ART 257) ART 368 Printmaking II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq.: ART 280) ART 405 Senior Exhibition and Faculty Review (.0 course) Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition. (Prereq.: ART 305 or permission of art department chair) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) 131 ART 199 Internship in Studio Art ART 299 Directed Study in Studio Art ART 399 Internship in Studio Art ART 499 Independent Study/Research in Studio Art Art and Architectural History ART 240 Art History Survey (offered in alternate years in Weekend College) A survey of world art from prehistoric to modern times. (Prereq.: Pass CT assessment or GST 100) Note: The following courses are offered intermittently, usually two or three sections per year. ART 231 Pre-Columbian, Colonial and Contemporary Mexican Art Develops an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, including Frida Kahlo, Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Numerous excursions to museums as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico, see program listings in International Studies) ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and nonWestern examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from Indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts 132 The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) ART 388 Modern Art Painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses ART 199 Internship in Art History ART 299 Directed Study in Art History ART 399 Internship in Art History ART 499 Independent Study/Research in Art History 133 Augsburg Core Curriculum—AUG/KEY/ GST This section does not include all courses in the core curriculum, but only those not located in a disciplinary department. The Signature Curriculum Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 470 Creating Life in the Arts: Exploration and Reflection on Vocation From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with intrapreneurial insights, skills, and reflection. KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112) Liberal Arts Foundation Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under 134 academic departments) or through interdisciplinary Connections courses. ENV 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theatre, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-Century Europe This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring.) -SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Natural Sciences LAF. Prereq.: SCI 110 and pass CT assessment or GST 100) Skills Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to 135 comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, note-taking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statisticallybased arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. (Prereq.: MPG 3) Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved not-for-credit/ internship/work experience. Reflection activities and work-learning evaluations are conducted by the Strommen Career and Internship Center. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. 136 Biology—BIO We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics and computer science, biology is increasingly a multidisciplinary venture. Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus, servicelearning opportunities are tightly integrated within the curriculum. Augsburg has a strong commitment to undergraduate research. There are a variety of opportunities in the Biology Department to work with faculty on individual research projects both during the academic year as well as during the summer. Students at Augsburg also participate in research programs at other institutions. For many, an undergraduate major in biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Science in biology, Bachelor of Arts in biology, or Bachelor of Arts in life sciences. Bachelor of Science in Biology The total number of required courses in the department is nine-and-a-half courses. There are additional required supporting courses that must be taken in other disciplines. The Core Series (4.5 total courses): A. Introductory Biology Courses (3.0 courses) BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology 137 B. Plant Biology or Ecology (1 course): Note: Plant Biology or Ecology taken to satisfy this requirement cannot be used, in addition, as an elective. If both courses are taken, one can be used to satisfy an elective requirement. BIO 361 Plant Biology or BIO 481 Ecology C. A Keystone Course (0.5 course) BIO 490 Biology Keystone or SCI 490 Integrated Keystone or another keystone with departmental approval The Electives (5 courses) Note: 5 courses which have not been used to satisfy other requirements within the major must be taken from among the following. BIO 351 Invertebrate Zoology BIO 353 Comparative Vertebrate Anatomy BIO 355 Genetics BIO 361 Plant Biology BIO 369 Biochemistry BIO 440 Plant Physiology BIO 471 Advanced Cellular and Molecular Biology BIO 473 Animal Physiology BIO 474 Developmental Biology BIO 475 Neurobiology BIO 476 Microbiology BIO 481 Ecology BIO 486 Immunology BIO 495 Special Topics in Biology Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry (Must be taken concurrently with BIO151/BIO152, respectively) CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus General Education Accomodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Biology The same biology course requirements as for the Bachelor of Science degree, but with the following supporting courses: Required Supporting Courses for Bachelor of Arts 138 CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry Introduction to Physics PHY 116 or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or MAT 248 Biostatistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 Astronomy SCI 106 Introductory Meteorology An introductory geology course Bachelor of Science in Clinical Laboratory Sciences See the Clinical Laboratory Sciences section of the catalog for details of the CLS major. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 111 or COM 115. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Custom Biology Programs Students who have completed BIO 151, 152, 253 and at least two upper division electives may, in consultation with their adviser, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors A GPA of 3.5 in biology and of 3.0 overall is required. Additionally, students must successfully complete one of the following: a) one course of approved independent study (BIO 499), b) a research internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars Program. BIO 497and BIO 499 projects should be submitted to the department for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. BIO 497 and 139 BIO 499 projects must include public presentation and a written report approved by the department. Minor A course in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. BIO 151 and 152 and Principles of Chemistry (or General Chemistry) should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. To enroll in courses that require BIO 253 as a prerequisite, students must earn an average grade of 2.0 in BIO 151, 152, and 253. For courses that require only BIO 151 and 152, students must earn an average grade of 2.0 in BIO 151 and 152. A grade of 2.0 or above is required for all supporting courses and upper division biology courses applied to the major. Upper division biology requirements must be traditionally graded. A GPA of 2.5 in upper division biology courses is required for the life sciences major. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require a two-semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers Dixie Shafer, Dale Pederson and Kelsey Richardson-Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus and physics. Also required is extensive involvement in research through Augsburg Experience, internships and/or independent study. Careful consultation with a biology adviser is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the 140 department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to those students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Career and Internship Center in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Biology Courses SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 280 Introduction to Research This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors program and can also fulfill an Augsburg Experience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq.: Invitation to participate in course; 0.5 course) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Prereq.: MPG 2 and pass CT assessment or GST 100. Three hours lecture, three hours laboratory. Does not apply to the major or minor) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: CHM 100 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, 141 selected organ systems and disease, and the sustainability of life on earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 100 before taking this class. Fall and spring) BIO 151 Introductory Biology First of a three-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq.: MPG 3 or concurrent registration in MAT 105, concurrent registration in CHM 105/115. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a three-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. BIO 151, 152, and 253 must be taken in sequence except by permission of instructor. (Three hours of lecture, four hours laboratory. Spring) BIO 253 Introductory Cellular Biology Third of a three-semester sequence. An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152, CHM 106 or 116. Fall) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours lecture, four hours laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Spring) BIO 361 Plant Biology A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours lecture, four hours laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, 142 thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture, four hours laboratory. Prereq.: BIO 253, CHM 352 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cellsignaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours lecture, four hours laboratory. Prereq.: BIO 369. Spring) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours lecture, four hours laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 474 Developmental Biology A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours lecture, four hours laboratory. Prereq.: BIO 253.) BIO 475 Neurobiology An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory. Prereq.: BIO 253. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from 143 microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. (Three hours of lecture, four hours laboratory. Prereq.: BIO 369. Spring) BIO 490 Biology Keystone (.5 course) A seminar course that fulfills the AugCore keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored; including, the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. (Prereq.: senior biology major. Fall and Spring) SCI 490 Integrated Keystone (.5 course) The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq.: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Internships and Independent Study Courses BIO 199 lnternship (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship (Prereq.: BIO 253. P/N only) BIO 497 Independent Study/Research (.5 course) (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) 144 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Major 13 Courses Psychology Courses: PSY 105 PSY 215 PSY 315 PSY 355 Principles of Psychology Research Methods and Statistics I Research Methods and Statistics II Biopsychology Biology Courses: BIO 151 BIO 152 BIO 253 BIO 495 Introductory Biology Ecology, Evolution and Diversity Introductory Cell Biology Neurobiology Psychology Electives (two required): PSY 299 Directed Study (Research in Biopsychology) or PSY 360 Psychology Lab (two semesters) PSY 354 Cognitive Psychology PSY 410 Clinical Neuropsychology PSY 491 Advanced Research Seminar PSYC 322 Sensation and Perception (St. Thomas) PSYC 407 Seminar in Behavioral Neuroscience (St. Thomas) PSYC 378 Psychology of Language (Macalester) PYSC 486 Seminar in Neuropharmacology (Macalester) Biology Electives (two required): BIO 355 BIO 369 Genetics Biochemistry 145 BIO 471 BIO 473 Biol 356 Advanced Cell and Molecular Biology Animal Physiology Cellular and Molecular Neuroscience (Macalester) Keystone (one required): BIO 490 PSY 400 SCI 490 Biology Keystone Keystone Internship Integrated Science Note: Students will need to take the CHM 105/106 or 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill these skills. A grade of 2.0 or above is required for all upper division courses applied to the major. Transfer course policy for majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. 146 Department of Business Administration— BUS, ACC, FIN, MIS, MKT Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, C. Lee Clarke, David A. Conrad, John A. Furia, Jennifer Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J. LaFave, Laura K. Lazar, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller General Requirements Majors The Department of Business Administration offers seven majors: business administration (BUS), accounting (ACC), finance (FIN), international business (BUS), management (BUS), management information systems (MIS), and marketing (MKT—day program only). There is also a combined business and economics major, which incorporates courses from both the departments of Business Administration and Economics. Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are two specializations: marketing (WEC only) and music business (DAY only). Within the accounting major there are three specializations: general accounting, public accounting, and managerial accounting. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration, international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the 147 needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in information technology, business management, and business finance hrough the Weekend College program. Certificate requirements are listed in management, finance, and management information system sections of the catalog. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in any of our business majors are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel majors on their careers, assist majors in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The full-time Business Administrator is also available for advising questions relating to degree progress, course selection and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the department chair. Internships Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on International Partners under International Studies in this catalog, or consult the departmental coordinator and/or the department administrator, for international business or other overseas opportunities. Entrepreneurship Students are encouraged to take BUS 254 Entrepreneurship. 148 Business Administration—BUS The major in business administration prepares students for professional careers in business administration or for graduate studies. The two specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Degree and Major Requirements Business Core Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics Financial Management FIN 331 MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Music Business (Day students only) Business Core* plus eight courses: MUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship ECO 112 Principles of Macroeconomics One additional music business elective (1.0 credit taken at Augsburg or MSCM) 3 MUS credits or 2 MUS credits and 1 MUE credit, selected from: (2 credits must be in residence at Augsburg) Materials of Music I MUS 101 MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts Worlds of Music MUS 220 MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music business majors may substitute BUS 254 in place of BUS 242 or 200. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded 149 throughout the offered courses. The Quantitative (QR) graduation skill is met by completing two courses: MIS 260 (QF) and 1 of: BUS 264 or BUS 379 or COM 352 (QA). Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Marketing (Weekend College students only) Business core plus five courses: ECO 112 Principles of Macroeconomics Statistical Literacy for Managers BUS 264 or BUS 379 Quantitative Methods for Business and Economics MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, marketing specialization. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS or marketing course. ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics Intermediate Macroeconomics ECO 312 ECO 313 Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration Six courses including: ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331 or BUS 264 or 379, MKT 252. Other configurations may be permitted with the approval of the department chair. 150 Minor in Music Business Eight courses including: MUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). This minor is a collaborative program between the music and business departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. Business Administration Courses BUS 200 Exploring Business as a Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/ technology, finance, accounting, and international business. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. BUS 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Focus on communicating results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC and evening schedule: Additional evening sessions are required.) 151 BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. (Prereq.: Pass CT assessment or GST 100) BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200; BUS 362 recommended.) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq.: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 152 Internships and Independent Study Courses BUS 299 Directed Study BUS 399 Internship BUS 499 Independent Study/Research 153 Accounting—ACC The major in accounting prepares students for professional careers in a wide variety of accounting-related positions. This major has two tracks: general accounting and professional accounting. The general accounting specialization is adequate for a wide variety of positions. The professional accounting track includes two specializations: public accounting and managerial accounting. The public accounting specialization is recommended for positions with CPA firms. The managerial accounting specialization is recommended for positions with large or rapidly-growing companies. The two professional specializations relate to two professional designations: the CPA and the CMA. A certified public accountant (CPA) focuses on external reporting; a certified management accountant (CMA) focuses on internal reporting. The public accounting specialization includes the materials emphasized on the CPA exam; the managerial specialization includes the materials emphasized on the CMA exam. Both the CPA and CMA designation have an experience requirement in addition to passing the national exam. Under the rules of the Minnesota State Board of Accountancy, accounting majors in the public accounting specialization are qualified to sit for the CPA examination after graduation. Effective May 2006, students will need to complete the equivalent of 150 semester hours of education to be licensed as Certified Public Accountants (CPAs). This can be completed in four years through accelerated undergraduate work. Another option is to complete a four-year bachelor’s degree plus a master’s degree. Degree and Major Requirements Accounting Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required Accounting Courses Seven courses including: ECO 112 BUS 301 BUS 379 ACC 322 Principles of Macroeconomics Business Law Quantitative Methods for Business and Economics Accounting Theory and Practice I 154 ACC 323 Accounting Theory and Practice II ACC 324 Managerial Cost Accounting ACC 425 Advanced Accounting Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Specialization in General Accounting No additional courses required. Specialization in Public Accounting Accounting core plus: ACC 326 Tax Accounting; ACC 423 Auditing. Specialization in Managerial Accounting Accounting core plus ACC 424 Internal Audit and Management Consulting or ECO 318 Management Science and MIS 375 Management Information Systems in the Organization. Joint B.A. in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Please refer to the MAL program catalog for a complete list of course offerings. It is recommended that the students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes: submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222; FIN 331 or ACC 324; ACC 322, 323 and one of the following: MIS 260, BUS 379, ECO 112, or 113. 155 This minor is recommended for majors in MIS and finance. Accounting Courses ACC 221 Introduction to Financial Accounting Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Introduction to Managerial Accounting A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323 and ENL 111 or 112, or HON 111) ACC 424 Internal Audit and Management Consulting To incorporate and learn the techniques of creating a controlled and effective management environment. Students work with companies to help solve problems or implement projects. (Prereq.: ECO 113, ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, FIN 156 331, MIS 260 or 270, MKT 252, and ENL 111 or 112, or HON 111) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses ACC 199 Internship ACC 299 Directed Study ACC 399 Internship ACC 499 Independent Study/Research 157 Finance—FIN The finance major prepares students for professional careers in corporate finance and the financial services industry. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, brokerages, insurance, and investment banking. Courses focus on financial theory and practice, investments, accounting theory, money and banking, and international finance. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute. Degree and Major Requirements Finance Major Finance Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required Finance Courses Eight courses including: ECO 112 Principles of Macroeconomics BUS 301 Business Law BUS 379 Quantitative Methods for Business and Economics ACC 322 Accounting Theory and Practice I FIN 433 Financial Theory: Policy and Practice FIN 438 Investment Theory FIN 460 International Finance ECO 315 Money and Banking Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under 158 Augsburg Core Curriculum.) Business Finance Certificate Program The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63 examinations and will partially meet requirements for the Level I CFA examination. It is designed for students who want to supplement a previously obtained bachelor’s degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance Certificate is available to non-finance majors and is available through the Weekend College program. The certificate consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315. Students are required to be in math placement group 3. They must also have a background in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.00 grade point average in all Business Finance Certificate courses. Finance Courses FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. (This course is typically offered online in the summer.) FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq.: ECO 112 or ECO 113, ACC 221, and MPG 3. This course is also offered as an online option in summer.) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq.: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq.: FIN 331 and ENL 111 or 112 or HON 111) FIN 460 International Finance This course develops tools for practicing multinational financial management including currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq.: FIN 331) 159 International Business—BUS The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the U.S. as well as in the U.S. market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required International Business Courses Six courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 362 International Business International Management BUS 465 MKT 466 International Marketing And one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. 160 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in International Business Six courses including: ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. International Business Courses BUS 362 This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252 and ENL 111 or 112 or HON 111) BUS 465 This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended). MKT 466 Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252). 161 Management—BUS The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource of developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and non-profit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MKT 252 Principles of Marketing MIS 260 Problem Solving for Business Required Management Courses: Six courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 340 Human Resource Management BUS 440 Strategic Management International Management BUS 465 MIS 376 Project Management or ECO 318Management Science Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Business Management Certificate Program 162 The Business Management Certificate Program is designed for students who want to add to a current degree, update previously learned skills, change or explore a new career, or increase their value in the job market. It is available through the Weekend College program. Students may begin by completing the Business Management Certificate Program and continue on to complete a bachelor’s degree in management. The certificate consists of five courses: BUS 242, 340, 440, 465, and one of the following: BUS 254, MIS 376, or ECO 318. Management Courses BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or 200). BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200). BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended). 163 Management Information Systems—MIS The major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business Principles of Marketing MKT 252 Required MIS Courses Six courses including: BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics MIS 270 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects Three required supporting courses: CSC 160 Introduction to Computer Science CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 164 Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, MIS 375, ECO 113, BUS 242 or 200 or MKT 252, and MIS 376 or ECO 318. Information Technology Certificate The Information Technology (IT) Certificate program is comprised of six courses, which are part of the Management Information Systems (MIS) degree program. Non-degree seeking students can complete these six courses to earn the certificate. The certificate is available through the Weekend College program. Students who do not have a degree are eligible to go on with their studies to complete the bachelor’s degree in MIS. The six certificate courses are: MIS 260, 270, 375, 376, CSC 160 and CSC 240. Students can vary the order of courses taken. However, MIS 260 should be the first MIS course, and CSC 160 should be the first CSC course taken. Students are required to meet a math proficiency level of MPG 3 prior to entering this program. MIS Courses MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design 165 Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 Internship MIS 299 Directed Study MIS 399 Internship MIS 499 Independent Study/Research 166 Marketing—MKT The marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. Degree and Major Requirements Marketing Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management Problem Solving for Business MIS 260 MKT 252 Principles of Marketing Required Marketing Courses Eight courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law MKT 352 Marketing Research and Analysis MKT 450 Marketing Management MKT 466 International Marketing Consumer Behavior MKT 350 or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success 167 to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. Marketing Courses MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or 264, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics course with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 264 or 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) MKT 354 Sales Management Formulation, implementation, evaluation, and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. 168 MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship MKT 299 Directed Study MKT 399 Internship MKT 499 Independent Study/Research 169 Chemistry—CHM Chemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. Augsburg’s chemistry department is approved by the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: • To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. • To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. • To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. • To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg, David R. Hanson, David Hays, Sandra L. Olmsted, Michael Wentzel Degree and Major Requirements Bachelor of Arts Major in Chemistry CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II 170 CHM 351, 352 CHM 353 CHM 361 CHM 363 CHM 491 Organic Chemistry I, II Quantitative Analytical Chemistry Physical Chemistry I Physical Chemistry Laboratory I Chemistry Seminar (four semesters) One course in biochemistry and one additional course from: CHM 364 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Physical Chemistry II Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 General Physics I, II MAT 145, 146 Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and pre-professional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the Academic Information section) should consult the chemistry department for assistance in course planning early in their college careers. Bachelor of Science American Chemical Society Approved Major CHM 115, 116 General Chemistry I, II or CHM 105, 106 Principles of Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 Properties of Polymers 171 CHM 470 CHM 495 Principles of Medicinal Chemistry Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III General Physics I, II (should be taken in sophomore year) PHY 121, 122 Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS chemistry majors are allowed a two-course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. Departmental Honors Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics and 3.0 over-all; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 105, 106 or CHM 115, 116, CHM 353, and any two other chemistry courses above 300. At least one of the 300-level courses must be taken at Augsburg. Note: Credit will not be granted for both CHM 105 and 115, or for both CHM 106 and 116. Other restrictions are in the course descriptions. Chemistry Courses Any course taken as a prerequisite for another course, including the first course in a two-term sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) 172 CHM 102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a laboratory experience. (Prereq.: MPG 2) CHM 105 Principles of Chemistry I Topics in this course include an introduction to matter, chemical change, chemical reactions, chemical bonding and energetics. The sequence, CHM 105, 106, is designed for students who have not studied chemistry in high school. Students may go into CHM 351 or 353 from CHM 106 and major in chemistry. (Three hours of lecture, one three-hour laboratory. Prereq.: MPG 3. Fall) CHM 106 Principles of Chemistry II CHM 106 is a continuation of CHM 105 with emphasis upon equilibrium, kinetics, and the chemistry of the elements. (Three hours of lecture, one three-hour laboratory. QF course. Prereq.: CHM 105, MPG 3. Spring) CHM 115 General Chemistry I An intensive course for pre-medical students and future chemists. Includes chemical equations and calculations, energetics, and bonding theory with examples from inorganic chemistry. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: high school chemistry, MPG 4. Fall) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: CHM 115. Spring) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multistep synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one fourhour laboratory. Prereq.: CHM 106 or 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. QA course. Prereq.: CHM 106 or 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 106 or 116; MAT 145, 146; PHY 121, 122; pass CT assessment or GST 100. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) 173 Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration, and ENL 111 or 112 or HON 111. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three one-hour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-hour lab period. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Spring) 174 CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses CHM 199 Internship CHM 299 Directed Study CHM 399 Internship CHM 499 Independent Study/Research (Prereq.: junior or senior standing). 175 Clinical Laboratory Science—CLS Clinical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The clinical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the clinical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the prerequisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A Bachelor of Science degree is awarded at the satisfactory completion of all required course work. Admission to the clinical laboratory science major is on a competitive basis. Students apply for admission to the clinical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is the Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 8410 W. Bryn Mawr, Suite 670, Chicago, IL 60631; 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College: Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside UMMC, Fairview-University Generalized four-year academic plan for clinical laboratory science (CLS) majors To complete the program in four years, students must: • achieve MPG 3 or 4 • qualify for ENL 111 • score above 45 on the critical thinking exam • not require ENL 217/218 • meet graduation skills requirements within the major and supporting courses • satisfy the Engaging Minneapolis requirement with BIO 151/152 176 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 111 or COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science in Clinical Laboratory Science–CLS Required Courses BIO 151 Introductory Biology Evolution, Ecology, and Diversity BIO 152 Introductory Cellular Biology BIO 253 BIO 355 Genetics Biochemistry BIO 369 BIO 473 Animal Physiology BIO 476 Microbiology BIO 486 Immunology CLS 400 Introduction to CLS CLS 405 Body Fluids CLS 410 Clinical Hematology/Hemostasis CLS 415 Clinical Immunology CLS 420 Immunohematology CLS 425 Clinical Chemistry CLS 430 Clinical Microbiology CLS 433 Virology/Mycology/Parsitology CLS 435 Molecular Diagnostics CLS 440 Laboratory Management and Education CLS 445 Research Design and Methods CLS 450 Applied Clinical Chemistry CLS 455 Applied Hematology/Hemostasis CLS 460 Applied Immunology CLS 465 Applied Immunohematology CLS 470 Applied Clinical Microbiology Advanced Applications in CLS CLS 475 CLS 480 Advanced Topics in CLS CLS 485 Advanced Studies in CLS Clinical Rotations BIO 490 Biology Keystone or SCI 490 Integrated Keystone Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry MAT 163 Introductory Statistics or MAT 164 Biostatistics 177 or MAT 248 COM 115 or COM 111 Biostatistics Scientific and Technical Public Speaking Public Speaking To enroll in courses that require BIO 253 as a prerequisite, students must earn an average grade of 2.0 in BIO 151, 152, and 253. A grade of 2.0 or above is required for all supporting courses, upper division biology courses, and CLS courses applied to the major. Courses required for the major must be traditionally graded. Students must meet all College graduation requirements including general education, grade point, College residency, and total credits. Clinical Laboratory Science Courses CLS 400 Introduction to Clinical Laboratory Science Course is designed to provide the CLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by healthcare professionals. Current issues in CLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the CLS program) CLS 405 Body Fluids Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the CLS program) CLS 410 Clinical Hematology/Hemostasis Course is designed to provide the CLS student with the basic knowledge of hematology/ hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476, and 486; and admission to the CLS program) CLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the CLS program) CLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening and identification. (Prereq.: BIO 355, 369, and 486; and admission to the CLS program) 178 CLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the CLS program) CLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the CLS program) CLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the CLS program) CLS 435 Molecular Diagnostics A course on the composition, structure, function and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the CLS program) CLS 440 Laboratory Management and Education Course is designed to introduce the clinical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the CLS program) CLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the CLS program) CLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (CLS 400, 425) and apply it to the 179 performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the CLS program and CLS 400 and 425) CLS 455 Applied Clinical Hematology/Hemostasis Rotation with daily lecture which extends the learning to the clinical hematology, hemostasis, and body fluids laboratories. Students will gain experience processing and analyzing patient specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. (Prereq.: admission to the CLS program and CLS 400, 405, and 410) CLS 460 Applied Immunology Rotation with daily lecture which applies concepts and techniques learned in CLS 415. Using patient specimens, students will gain experience in the clinical immunological techniques, methods, and management of antigen-antibody reactions and identify the relationship to diseased states. The rotation also includes the fundamentals of HLA testing and Flow Cytometry techniques with interpretation of results. (Prereq.: admission to the CLS program and CLS 400 and 415) CLS 465 Applied Immunohematology Rotation with daily lecture which extends the concepts and skills learned in CLS 420 to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, apheresis, and cell therapy. (Prereq.: admission to the CLS program and CLS 420) CLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of CLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state-of-the-art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the CLS program and CLS 430 and 433) CLS 475 Advanced Applications in CLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the CLS program and enrollment in applied courses) CLS 480 Advanced Topics in CLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the CLS program and CLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) CLS 485 Advanced Studies in CLS A capstone research project required for satisfactory completion of the CLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the 180 specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the CLS program and senior standing) CLS 499 Independent Study in CLS Individual reading or research under the guidance of a CLS instructor. (Prereq.: admission to the CLS program; repeatable for maximum of one credit) 181 Communication Studies—COM Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Kristen Chamberlain, Wes Ellenwood, Robert Groven, Daniel Hanson, David Lapakko, Emanuelle Wessels Degree and Major Requirements Bachelor of Arts Communication Studies Major Twelve courses overall—eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 Public Speaking or COM 112 Contest Public Speaking Interpersonal Communication COM 254 COM 280 Introduction to Communication Studies COM 351 Argumentation COM 352 Persuasion COM 355 Small Group Communication COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as communication graduate school, other professional graduate programs (e.g. law school), rhetorical criticism, political communication and being a professional trainer, communication consultant, professional speaker, or speechwriter. Four additional electives from the following: COM 321 (required), COM 329, 345, 405, 399, 499; THR 350; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business-related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, 182 human systems analyst or designer, and also graduate programs in organizational studies. Four additional electives from the following: COM 345 (required), COM 321, 329, 356, 399, 405, 480, 495, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 329, 356, 399, 405, 480, 495, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 329, 345, 356, 399, 405, 495; PSY 373, 385; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketing-communication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 120, 321, 329, 356, 399, 405, 480, 495, MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields of public relations and crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from: ENL 227 (required); COM 120, 321, 329, 345, 356, 399, 405, 480, 495; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Emphasis Courses are designed to prepare students for entry into television, film, journalism, e-media (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Four electives from the following: ENL 227 (required); COM 120, 243, 247, 321, 329, 348, 399, 495, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 120, 321, 329, 356, 405, 495, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through mid-March, and 183 should plan schedules accordingly. All Day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skills in Quantitative Reasoning (QR) and Writing (W) are met by completing the following courses: QR/QFA: GST 200, MAT 145, MAT 146, or PHI 230; OR a QF: PSY 215, MAT 129, 163, or 173; AND a: QA: COM 352 (NOTE for Mass Communication only, COM 352 or ENL 327) W: COM 351 and any 200 level writing course in English Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the education department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 Public Speaking or COM 112 Contest Public Speaking or COM 115 Scientific and Technical Speaking COM 254 Interpersonal Communication COM 280 Introduction to Communication Studies COM 120 Mass Media and Popular Culture or COM 243 Studio Production or POL 342 Mass Communication in Society COM 351 Argumentation or COM 352 Persuasion COM 355 Small Group Communication 184 or COM 345 Organizational Communication Film Major The Augsburg film major reflects our belief that students are transformed through a wellrounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theatre, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deb Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Martha Johnson, Elise Marubbio Required of all Film Majors: Six Core Courses FLM 216 Film Production I ENL 241 Intro to Cinema Arts ENL 371 History of Cinema FLM 420 Issues in Contemporary Cinema COM 247 Documentary THR 232 Acting or THR 233 Acting for Camera Five electives (three must be upper division) must be chosen from the three defined tracks below in consultation with your adviser who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Film majors should fulfill the Senior Keystone requirement in either the English Department or Art Department. Track #1 Production: This track is designed for students interested in producing films/videos. Electives include: FLM 312 Film Production II, COM 243 Studio Production, COM 348 Digital Video Production, FLM 499 Independent Study, Art 132 Photography, ART 215 Design for New Media I, ART 315 Design for New Media II, ART 340 Digital Imaging, ENL 228 Broadcast and Online Journalism, MUS 130 Intro to Music and the Fine Arts, PHY 119 Physics for the Fine Arts, THR 328 Stage Design, THR/FLM 230 Scenic Painting for State and Film Track #2 Performance: This track is designed for students interested in acting and directing. Electives include: THR 233 Acting for the Camera, THR/ENL 325 Playwriting, THR 366 Stage Direction, THR 328 Theatrical Design, THR 360 Interpretive Reading, THR 350 Voice for Stage and Screen,THR 499 Independent Study, ENL/FLM 328 Screenwriting, PHY 119 Physics for the Fine Arts Track #3 Theory and Culture: This track is designed for students interested in analysis of film, film genres, and cultural context. Electives include: COM 120 Mass Media and Popular Culture, ENL 221 Expository Writing about the Arts and Popular Culture, ENL 228 Broadcast and Online Journalism, ENL 240 Introduction to Literary Study, ENL 430 Advanced Studies in Theory and 185 Method, FLM 499, AIS 364 Indigenous Filmmakers, AIS 264 American Indians in Cinema, AIS 208/ 408 Native American Women and Film, ART 240 Art History, PHI 260 Philosophy and the Arts, PHI 120 Ethics, PHY 119 Physics for the Fine Arts, SPA 248 Spanish and Latin American Culture through Film, REL 309 Religion at the Movies Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR/QFA is satisfied by GST 200, MAT 145, MAT 146, PHI 230, or PHY 119 Film Minor Six courses including: ENL 241 FLM/THR 216 THR 232 or THR 233 COM 243 FLM/THR 420 Introduction to Cinema Art Film Production I Acting Acting for Camera Studio Production Issues in Contemporary Cinema Plus one of the following: AIS 364 Indigenous Filmmakers COM 247 Documentary COM 348 Digital Video Production ENL 328 Screenwriting THR 230 Scenic Painting for Stage and Film THR 328 Stage Design THR 366 Stage Direction Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. Communication Courses COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Fall) COM 115 Scientific and Technical Public Speaking 186 An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences and the use of technical vocabulary and notation systems. (Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit.) COM 120 Mass Media and Popular Culture This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. FLM 216 Film Production I This course demonstrates the basics of 16mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. COM 243 Studio Production Introduction to video production with an emphasis on creative concept development, scriptwriting, directing, and producing for video. (Fall) COM 247 Documentary A video production course that integrates lecture and criticism with hands-on experience dealing with nonfiction subjects. COM 254 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. (Spring) COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. (Fall) FLM 312 Film Production II The focus of this course builds on the lessons learned in FLM/THR 216 and adds the study of color photography and sound design. Through exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: FLM 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 329 Intercultural Communication 187 This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. (Spring: alternate years) COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. COM 348 Digital Video Production This course combines studio and field production with special emphasis on post-production editing. Students work in production teams to create and produce a one-hour magazine format news program and music video. (Prereq.: COM 243 or 247) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor; ENL 111 or 112 or HON 111; and pass CT assessment or GST 100. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111, 112, or 115 or consent of instructor; and a Quantitative Foundations course. Please see full list of prerequisites in Records and Registration. Spring) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. (Spring) COM 356 Advanced Interpersonal Communication This course explores theories and concepts from communication studies related to our understanding of self, other, relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe deeper into theories and concepts introduced in COM 254 Interpersonal Communication. (Prereq.: COM 254 or consent of instructor) FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. COM 405 Nonverbal Communication This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. (Prereq: COM 280) COM 480 Public Relations/Promotional Communication 188 Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. (Evenings) COM 490 Communication Studies Keystone: Critical Conversations about Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. Internships and Independent Study Courses COM 199 Internship COM 299 Directed Study COM 399 Internship COM 499 Independent Study/Research FLM 399 Internship FLM 499 Independent Study/Research Electives See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 379 BUS 440 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 328 ENL 430 MKT 252 MKT 352 MKT 355 MKT 450 PHI 230 189 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 385 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 230 THR 232 THR 350 190 Computer Science—CSC The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their coursework by electing an internship, undergraduate research experience or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters Degree and Major Requirements Bachelor of Arts Computer Science Major Twelve courses including: CSC 160 CSC 170 CSC 210 CSC 240 CSC 320 CSC 345 CSC 385 CSC 450 CSC 451 MAT 114 MAT 171 or MAT 145 Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Principles of Computer Organization Introduction to Formal Logic and Computation Theory Programming Languages and Compilers I Programming Languages and Compilers II Precalculus (or MPG 4) Discrete Mathematics for Computing (recommended) Calculus I And two electives from: CSC courses above 200 PHY 261 Electronics Systems Analysis and Design MIS 475 MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: a) COM 111 or 115 (115 recommended), or b) A sequence of courses and presentations approved in consultation with the computer science department. Consult your academic adviser for details. 191 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Computer Science Major Sixteen courses including: CSC 160 CSC 170 CSC 210 CSC 240 CSC 320 CSC 345 CSC 385 CSC 450 CSC 451 MAT 145 MAT 146 Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Principles of Computer Organization Introduction to Formal Logic and Computation Theory Programming Languages and Compilers I Programming Languages and Compilers II Calculus I Calculus II Two courses from: MAT 245 MAT 246 MAT 247 MAT 271 Calculus III Linear Algebra Modeling and Differential Equations Discrete Mathematical Structures (recommended) And three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: a) COM 111 or 115 (COM 115 recommended), or b) A sequence of courses and presentations approved in consultation with the computer science department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. 192 Coordinators Jeanne Boeh, Department of Economics, and Noel Petit, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 Calculus I Introduction to Computer Science and Communication CSC 160 CSC 170 Introduction to Programming Data Structures CSC 210 Introduction to Networking and Communications CSC 240 or CSC 320 Algorithms or CSC 352 Database Management and Design CSC 345 Principles of Computer Organization Principles of Macroeconomics ECO 112 ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 318 Management Science ECO 315 Money and Banking or EC0 415 Managerial Economics CSC 499 Independent Study or ECO 499 Independent Study The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, and Noel Petit, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 or MAT 145 CSC 160 CSC 170 CSC 210 Discrete Mathematics for Computing Calculus I Introduction to Computer Science and Communication Introduction to Programming Data Structures 193 CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory History of Philosophy I: Ancient Greek Philosophy PHI 241 PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 History of Philosophy IV: 20th Century Philosophy Philosophy of Science PHI 365 PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. Computer Science Courses CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. (Prereq.: MPG 3, recommend concurrent registration with MAT 171 or complete CSC 160 prior to taking MAT 171) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3, pass CT assessment or GST 100; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing 194 systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) CSC 345 Principles of Computer Organization An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 353 Database Architecture and Design An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. (Prereq.: CSC 210; CSC 352 recommended) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artifical intelligence. Applications to selected problems from artificial intelligence. (Prereq.: CSC 210 and pass CT assessment or GST 100) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210 and ENL 111 or 112 or HON 111) CSC 440 Advanced Networking and Operating Systems 195 Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration, CSC 385 or concurrent registration, CSC 320, and ENL 111 or 112 or HON 111) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. (Prereq.: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses CSC 199 Internship P/N grading only. CSC 299 Directed Study CSC 399 Internship P/N grading only. CSC 499 Independent Study/Research 196 Economics—ECO The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors. The economics major and the applied economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also intended to serve students who would like to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/ business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. Augsburg offers degrees in economics, applied economics, business and economics, computational economics, and economics and political science (education majors only.) For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Jeanne Boeh (Chair), Kevin Bowman, Keith Gilsdorf, Stella Hofrenning, Edward Lotterman, Bernard Walley Degree and Major Requirements Major in Economics, B.A. 197 Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics Intermediate Macroeconomics ECO 312 ECO 313 Intermediate Microeconomics Research Methods in Econometrics ECO 490 and three other upper division economics courses Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I and II Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics B.A. ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 350 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Economics,B.A. See Computer Science. 198 Combined Major in Economics and Business Administration, B.A. Five economics courses: ECO 112 Principles of Macroeconomics Principles of Microeconomics ECO 113 ECO 312 Intermediate Macroeconomics Intermediate Microeconomics ECO 313 and one other upper division economics course. Six accounting/business administration/MIS courses: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management MKT 252 Principles of Marketing Financial Management FIN 331 or BUS 379 Quantitative Methods for Business and Economics and one other upper division business course. Major in Mathematical Economics, B.S. Eight economics courses: Eco 112 Principles of Macroeconomics Eco 113 Principles of Microeconomics Eco 312 Intermediate Macroeconomics Eco 313 Intermediate Microeconomics Eco 490 Research Methods in Economics 2 Upper Division Economics Courses Seven mathematics courses: MAT 145 Calculus I MAT 146 Calculus II MAT 3737 and 374 Probability and Statistics I & II MAT 245 Calculus III MAT 246 Linear Algebra MAT 324 Analysis or MAT 369 Modeling and Differential Equations in the Biological and Physical Sciences or MAT 377 Operations Research Recommended Courses: CSC 160 Introduction to Computer Science and Communication and CSC 170 Introduction to Programming Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. 199 Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. Economics Courses ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metro-urban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS On demand) ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 3) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 3) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113 On Demand) ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. 200 (Prereq.: ECO 112 and ENL 111 or 112 or HON 111. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113 and pass CT assessment or GST 100. Spring semester and winter trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall/Spring semesters and winter trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to real-world variants. (Prereq.: ECO 112 or 113: Every three years) ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall semester and winter trimester) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Fall: alternate years) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring: alternate years) ECO 365 Environmental Economics This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: ECO 113. Fall: alternate years) ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population 201 growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: ECO 112 or ECO 113. Spring: alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312 or ECO 313 and MATH 145 or a calculus class approved by course instructor.) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses ECO 199 Internship (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research 202 Education—ECE, EED, ESE, EDU, SPE The Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for elementary (grades K-6); secondary (grades 5-12) in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics; grades 5-8 in general science; and K-12 specialist licenses in visual arts, physical education, music, and special education: EBD and LD. (Note: special education: EBD and LD are available in WEC only.) Optional endorsements for an elementary license include preprimary, middle school mathematics, middle school science, middle school social studies, or middle school communication arts/literature. The K-12 Reading Licensure endorsement is also available at the graduate level to already licensed teachers. Degree and/or licensure programs are available in both weekday and weekend/evening formats. Weekend College degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite, elementary core, and professional education courses except fieldwork and student teaching are available on a weekend or weekday late afternoon/evening schedule. Fieldwork and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences. A graduate level licensure option is available in weekend/evening format to those already holding a BA degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in education. Contact the Education Department or the Adult and Graduate Admissions Office for information. Students in all degree and/or licensure programs must apply for acceptance into the education department prior to beginning 300-400 level courses. All students are required to take the Minnesota Teacher License Exam (MTLE) in Basic Skills—Reading, Writing, and Math—prior to beginning 300400 level courses. Additional criteria for acceptance into the education department are available in the department. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure programs. State law requires passing appropriate exams prior to recommendation for licensure: MTLE, Principles of Learning and Teaching Test, and one or more subject matter tests. The education department offers non-licensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. All students are assigned an education department adviser at the outset of coursework. All students are expected to become knowledgeable of programs and follow through with department policies. Handbooks outlining programs and policies are available through the education department. Student Teaching Abroad Selected education department students may participate in an international student teaching program. Those interested in further information should contact the education department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the 203 Twin Cities area under direct Augsburg faculty supervision. Note: Major changes in Minnesota elementary teacher licensure will be implemented in fall 2010. No one may be licensed under programs described in catalogs prior to 2010. Students who entered the College under earlier catalogs must comply with the requirements of the new licensure programs. Education Faculty Lynn Lindow (Chair), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Jeanine Gregoire, Ann Grugel, Gretchen Irvine, Anne Kaufman, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Linda Stevens, Diane Vodicka, Dana Wagner, Barbara West 204 Elementary Education—EED/EDC Elementary Major and Licensure Requirements Elementary education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Math sequence for non-math specialty students MPG 3: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) Science sequence for non-science specialty students Option A is for weekday students who do not have college-level science courses in their background. SCI 110 Natural Science I SCI 111 Natural Science II Option B is for weekday, weekend, and/or transfer students with at least one college level science course accepted in transfer or for weekday students who have already started this sequence. PHY 103 Conceptual Physics or EED 203 Elementary Education Physical Science (summer school only; does not fulfill general education requirement) and EED 200 Elementary Education Earth Science (summer school only; does not fulfill general education requirement) and BIO 102 The Biological World Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy Foundations Block II (courses from this point and on require admissions to the department) EDC 310 Learning and Development Methods Block I 205 EED 311 EED 312 EED 325 EED 326 EED 386 K-6 Methods: Health (.25) K-6 Methods: Physical Education (.25) K-6 Literacy Methods Structured Field Experience (0 credit) K-6 Children’ Literature (.5) Methods Block II EED 341 EED 342 EED 350 EED 360 EED 370 EED 380 EED 336 K-6 Methods: Visual Arts (.25) K-6 Methods: Music (.25) K-6 Methods: Mathematics K-6 Methods: Science K-6 Methods: Social Studies/Thematic Studies (.5) Kindergarten Methods (.5) Advanced Literacy Methods (.5) Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.0-3.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. Middle School Specialty Area (endorsements optional for elementary license) Communication Arts Specialty ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 254, 329 or 351 or 355 EED 331 Middle School Writing Methods (.5) ESE 300 Reading and Writing in the Student Teaching Content Area ESE 350 5-12 Methods: Adolescent Literature/Media Literacy Student Teaching Social Studies Specialty POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103: HIS 104; PSY 105; SOC 121; ANT 141 ESE 220 Human Geography ESE 300 Reading and Writing in the Student Teaching Content Area ESE 311 Middle School Methods: Social Studies (.5) Student Teaching Math Specialty MPG 4 or MAT 114 Precalculus 206 MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 248 Biostatistics MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 300 Reading and Writing in the Content Area ESE 331 Middle School Methods: Mathematics (.5) Student Teaching Science Specialty CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I Principles of Chemistry II CHM 106 or CHM 116 General Chemistry II BIO 121 Human Biology BIO 102 Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere — see Education Department for suggestions) ESE 300 Reading and Writing in the Content Area ESE 341 Middle School Methods: Science (.5) Student Teaching Preprimary Teaching License (3-, 4-, and 5-year-olds) Requirement: Must have elementary teaching license Child Development (Prereq.: PSY 105) PSY 250 SOC 231 Family Systems (Day) or SPE 440 Parent and Professional Planning (WEC) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning Environments for Preprimary-aged Children ECE 347/547 Immersion and teaching competence ECE 488, 489 Student Teaching for seven weeks in preprimary or Kindergarten, then 7 weeks in a grade (1-6) A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or the Adult and Graduate Admissions Office for information. 207 Secondary Education—ESE/EDC It is the responsibility of each student to meet all specific requirements of the education department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the education department. Secondary or K-12 licensure is available in art, life science, chemistry, communication arts/literature, health, mathematics, music, physical education, physics, social studies, and grades 5-8 general science. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College education department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter adviser for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Non-departmental requirements ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Program Requirements Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 MN American Indians (.5) or EDC 206 Diversity/MN American Indians EDC 220 Educational Technology (.5) Foundations Block II (Courses from this point and on require admission to the education department.) EDC 310 Learning and Development Methods Block I ESE 300 ESE 325 Reading/Writing in the Content Area Creating Learning Environments Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block ESE 481, 483, 485 Student Teaching (2.0-3.0) A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. 208 Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Bachelor of Music education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. Education Core Courses—EDC EDC 199 Internship EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5 course) An overview of cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting 209 A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: MTLE and admission to department) EDC 399 Internship EDC 410 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. (Prereq.: MTLE and admission to department or special permission of instructor) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the senior keystone requirement. (Prereq.: MTLE and admission to department) Elementary Education—EED EED 199 Internship EED 200 Elementary Education Earth Science (summer, only) This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. EED 203 Elementary Education Physical Science (Summer only) Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. Taking the physical concepts learned, students will develop demonstrations and lessons for K-5 classrooms. Assessment is based on written assignments, a technology project, lessons/demonstrations, and classroom participation. (Prereq: students must be elementary education majors — this course does NOT meet the Science Lab graduation requirement. Summer only) EED 299 Directed Study EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 225 Foundations of Literacy An initiation into the study of K-6 elementary literacy instruction, which focuses on the 210 fundamentals of linguistics and literacy development in children with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for all upper level courses in literacy. EED 325 K-6 Literacy Methods Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225. Students must be registered concurrently for EED 326.) EED 326 Structured Field Experience (0 credit) Observation, analysis, and preparation of assessment tools and literacy materials for K-6 students in an elementary classroom setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225. Students must be registered concurrently for EED 325.) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: MTLE and admission to department) EED 336 Advanced Literacy Methods (.5) The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225 and EED 325.) EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: MTLE and admission to department. MPG3. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience required. (Prereq.: MTLE and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) 211 Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department.) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. (Prereq.: MTLE and admission to department) EED 386 Children’s Literature (.5 course) This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. EED 399 Internship EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) Secondary Education—ESE ESE 199 Internship ESE 220 Introduction to Human Geography This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. ESE 299 Directed Study ESE 300 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. (Prereq.: MTLE and admission to department. Note: Students seeking the 5-12 communication arts/literature license do must take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 325 Creating Learning Environments 212 An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience required. (Prereq.: MTLE and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion reguired in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/ literature license. (Prereq.: MTLE and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 399 Internship ESE 481, Student Teaching 483, 485 Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) 213 Special Education: Emotional/Behavioral Disabilities and/or Special Education: Learning Disabilities—SPE The special education EBD and LD majors are available only through Weekend College; ideally, to people who are currently in schools working with students with these labels. These majors lead to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Variations on this ideal are possible; see the Education Department for more information. A graduate level licensure option is available through Weekend College. Licensure is obtained through a combination of graduate and undergraduate credits. Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 225 Foundations of Literacy K-6 Literacy Methods EED 325 EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar (.5) SPE 400 Teaching Students with Emotional and Behavior Disabilities and Learning Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major.Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: 214 All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of Learning Disabilities SPE 434 Teaching Content Areas to Students with Learning Disabilities SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: MTLE and admission to department) SPE 400 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq.: MTLE and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq.: MTLE and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq.: MTLE and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: MTLE and admission to department) SPE 430 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person-centered planning and functional assessment. (Prereq.: MTLE and admission to the department) SPE 434 Teaching Content Areas to Students with Learning Disabilities This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing, listening comprehension, math, reasoning, and problem-solving skills. There will be a strong focus 215 on the modifications involved in these areas and the planning process involved. (Prereq.: MTLE and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the senior keystone requirement in the core curriculum. (Prereq.: MTLE, admission to department, and ENL 111 or 112 or HON 111) SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) Special Education Minor The special education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 EDU 491 SOC 231 PSY 105 Learners with Special Needs Practicum and Seminar in Special Education Family Systems: A Cross-Cultural Perspective Principles of Psychology Choose one from the following: PSY 250 PSY 251 PSY 252 Child Development Adolescent and Young Adult Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. EDC 410 Learners with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all 216 other courses in special education minor or consent of instructor. Open to all.) 217 Engineering Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota College of Science and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, 612-330-1070. University of Minnesota The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (BA/BE) enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the College of Science and Engineering. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the College of Science and Engineering may be completed during the second semester of the junior year at Augsburg. Bachelor of Arts/Master of Engineering (BA/ME) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the College of Science and Engineering. The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the BA/ME program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the College of Science and Engineering staff regarding courses that should be taken during the senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and Engineering. Michigan Technological University This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. 218 Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Degree and Major Requirements Minimum course requirements for admission to the dual-degree or three-two programs: CHM 115 CHM 116 CSC 170 ENL 111 PHY 121 PHY 122 General Chemistry General Chemistry Structured Programming Effective Writing General Physics I General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 369 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146 and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. 219 English—ENL Those who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. Students majoring in English have the opportunity to choose one of four concentrations: Literature, Language and Theory; Media Writing; Creative Writing; and Secondary Licensure in Communication Arts/Literature. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learners (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Suzanne Donsky, Douglas Green, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams Degree and Major Requirements Choosing a Concentration The English Literature, Language, and Theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and post colonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works of fiction, poetry, creative non-fiction, film, and drama. 220 All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing — skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theatre Arts, and Women’s Studies. The English Writing concentration is for students who intend to develop professional skills in either creative or media writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theatre Arts. The Communication Arts/Literature Teacher Licensure major is for students who seek to be licensed to teach in Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English department and the education department in order to meet the professional requirements within the education department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: Concentrations in English Literature, Language, and Theory; English Writing; Creative Writing: QR/QFA: GST 200 or PHY 119; OR a QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of either a:QA: ENL 327 Concentration in Media Writing: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: QA: ENL 327 Communication Arts/Literature Teacher Licensure: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: 221 QA: COM 352 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major Requirements English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200-level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300-level courses, with one each in British literature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400-level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language, and theory courses, three of which must be upper division courses. English Writing Concentration Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship.And ENL 420, the keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 427, the Keystone Advanced Studies in Media Ethics and Theory. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). Minor in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of 222 which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study Contemporary Post-Colonial Fiction ENL 365 ENL 380 Introduction to the English Language Internship in Teaching Writing ENL 396 And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 243 Studio Production COM 254 Interpersonal Communication COM 352 Persuasion Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. In addition to consulting your designated ENL adviser, contact an education department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). Other Requirements Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. 223 The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. English Courses Service Courses The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. 224 ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for communication arts/literature teacher licensure major. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 American Voices American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish Literature will be emphasized. Check the departmental web page for further information or contact the instructor. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 251 Introduction to African-American Literature This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It explores various literary genres, representative authors, epochal texts, and literary and ideological movements that have contributed to the shaping of the African American literary tradition. (Prereq or co-req.: ENL 111, or Hon 111, or ENL 112) ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) 225 Spotlight Courses Offered Alternating Terms (Content for each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental webpage for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays — comedies, histories, tragedies, and romances — for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200-level literature, language, or theory course or THR 250, or consent of instructor.) ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the 226 Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual, and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or one 200level literature, language, or theory course, or consent of instructor.) ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas—the love-plot and the education-plot—in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) 227 American Literature ENL 350 Readings in African-American Literature This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 351 19th Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genres—slave narratives, romances, tall tales, epic poetry—are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as “Native Voices of Minnesota,” “Voices from the Southwest,” “Poetics and Politics of Native Writing,” “Women and Power in Native Literature, ““Urban-Reservation: Homing,” and “American Indian Film-Literature Adaptation.” Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian studies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) 228 ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include “American Families,” “Blacks and Whites,” and “Sex and Self on the American Stage.” Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans — both classical and “barbarian” — and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 365 Contemporary Post-Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for communication arts/literature teacher licensure major. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) 229 ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/ or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neo-realism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the communication arts/ literature licensure major. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 394 Composition Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The 230 Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental webpage for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning, and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental webpage for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Required for the communication arts/literature teacher licensure major. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for radio and the internet. (Prereq.: ENL 111, or 231 HON 111, or ENL 112) ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student.) ENL 324 Creative Nonfiction In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. (Prereq.: ENL 220 or 221 or 226) ENL/THR 325 Playwriting An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended.) ENL 327 ENL 327, "Quantitative Journalism: From Computers to Community This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience with how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) ENL/FLM 328 Screenwriting 232 An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or 228) ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental webpage. (Prereq.: Any 300-level writing course) ENL 427 Advanced Studies in Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. (Prereq.: ENL 220, or 221, or 226, or 227, or 228; and any 300-level media writing course.) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 291/391 Experiences in Thai Education and Culture In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. ENL 299 Directed Study ENL 396 On-Campus Internships This course is required for all communication arts/literature licensure students. It is normally taken with students enrolled in English 101 Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 Off-Campus Internships ENL 499 Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the chair of the department. 233 Environmental Studies Environmental studies is the interdisciplinary investigation of human relations with the natural world. The program pursues a multifaceted examination — across the natural sciences, social sciences, humanities, and professional studies — of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, environmental studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in environmental studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty John Zobitz (Mathematics, Director), Ralph Butkowski (Biology), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Keith Gilsdorf (Economics), John Harkness (English), Colin Irvine (English), Michael Lansing (History), Joan Kunz (Chemistry), Joseph Underhill (Political Science). Major Fourteen Courses (standard track or HECUA track) Standard Track Requirements (14 course credits): Core courses: ENV 100 Environmental Connections Introductory Meteorology SCI 106 SWK 210 Environmental Justice and Social Change POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/ Environmental Politics (CGE) 234 WST 341 or SOC 381 The City and Metro Urban Planning ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/Environmental Theology and Ethics (CGE) WST 313 HIS 316 U.S. Urban Environmental History ECO 365 Environmental Economics and Sustainable Development ENV 399 Internship ENV 490 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 BIO 152 BIO 481 Introductory Biology Ecology, Evolution, and Diversity Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) HECUA Track Requirements (14 course credits): ENV 100 Environmental Connections SWK 210 Environmental Justice and Social Change ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/Environmental Theology and Ethics (CGE) WST 313 HIS 316 U.S. Urban Environmental History INS 345, INS 346, INS 399 (HECUA Environmental Sustainability Semester, four course credits: Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/ Research Methods and Investigation, Internship and Integration Seminar) SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 BIO 152 BIO 481 Introductory Biology Ecology, Evolution, and Diversity Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) Minor (Seven courses) ENV 100 Environmental Connections 235 CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I Introductory Biology BIO 151 Ecology, Evolution, and Diversity BIO 152 SWK 210 Environmental Justice and Social Change HIS 316 U.S. Urban Environmental History or ENL 270 Rites of Thematic Passage or REL 313/Environmental Theology and Ethics (CGE) WST 313 POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/ Environmental Politics (CGE) WST 341 or ECO 365 Environmental Economics and Sustainable Development or SOC 381 The City and Metro-Urban Planning Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Environmental Studies Courses ENV 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and servicelearning. The issues examined in this class—neither remote nor abstract—exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) ENV 490 Environmental Studies Independent Project An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higherlevel learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. (Prereq.: ENV 100, BIO 152, CHM 106 or 116, SWK 210, HIS 316, and ENV 399) 236 Film See listing under Communication Studies. Finance See listing under Business Administration. Foreign Languages See listing under Languages and Cross-Cultural Studies. French See listing under Languages and Cross-Cultural Studies. German See listing under Languages and Cross-Cultural Studies. 237 Health, Physical Education, and Exercise Science—HPE All students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Both recreational participants as well as athletes will find ample opportunity for developmental activities. The physical education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The health education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The exercise science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health fitness professions. All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix. Health, Physical Education and Exercise Science Faculty Eileen Kaese Uzarek (Chair), Jane Becker, Chris Brown, Anthony Clapp, Steven Dalhed, Carol Enke, Aaron Griess, Melissa Lee, Mike Navarre, Patrice Salmeri, Missy Strauch, Ted Vickerman Degree and Major Requirements Health Education Health Education Major HPE 104 HPE 110 HPE 114 HPE 115 HPE 215 HPE 316 HPE 320 HPE 357 HPE 358 HPE 390 HPE 410 HPE 450 BIO 103 PSY 250 Components of Fitness Training Personal and Community Health Health and Safety Education Chemical Dependency Education Health and Exercise Psychology Human Sexuality School Health Curriculum Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Instructional Methods and Materials in Health Education Administration and Supervision of the School Health Program Current Health Issues Human Anatomy and Physiology Child Development 238 or PSY 252 Adolescent and Young Adult Development Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPE 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Physical Education Physical Education Major HPE 104 HPE 114 HPE 115 HPE 205 HPE 220 HPE 254 HPE 275 HPE 324 HPE 334 HPE 335 HPE 340 HPE 350 HPE 351 HPE 357 HPE 358 HPE 473 BIO 103 Components of Fitness Training Health and Safety Education Chemical Dependency Education Introduction to Health, Physical Education, and Health Fitness Motor Learning Introduction to Developmental and Adapted Physical Education Prevention and Care of Athletic Injuries K-6 PE Games and Activities 7-12 Sport Skills and Activities Outdoor Education Organization and Administration of Physical Education Programs Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Exercise Science Assessment in Health and Physical Education Physical Education Curriculum Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor 239 HPE 104, 115, 205, 324, 334, 351. (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 114 Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Exercise Science Exercise Science Major HPE 104 Components of Fitness Training HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Chemical Dependency Education HPE 205 Introduction to Health, Physical Education and Exercise Science HPE 215 Health and Exercise Psychology HPE 275 Prevention and Care of Athletic Injuries HPE 300 Nutrition for Exercise Science HPE 305 Stress Management HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 357 Measurement in Health, Physical Education, and Exercise Science HPE 397 or 399 Internship in Exercise Science HPE 450 Current Health Issues HPE 490 Health Fitness Seminar and Keystone BIO 103 Human Anatomy and Physiology Select and complete one (1) of the following two (2) courses: HPE 315 Exercise Testing and Prescription or HPE 330 Community Health Methods Select and complete one (1) of the following two (2) courses: HPE 430 Epidemiology (HLTH 400 Epidemiology at Univ. of St. Thomas) 240 or HPE 304 Advanced Fitness Training Health, Physical Education and Exercise Science Courses HPE 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well being. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of fitness and wellness. (Fall, spring) HPE 002, 003 Lifetime Activity (.0 course) Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, spring) HPE 007 Lifetime Activity - Hybrid (.0 course) This Lifetime Activity course is designed to improve proficiency in one or more student selected activities. Students will understand and demonstrate fundamentals and benefits of selected activities. This course will be taught in a hybrid format, blended between in-person lab experiences and online discussions and reporting. (Fall, winter, spring WEC) HPE 104 Components of Fitness Training This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall and Spring) HPE 110 Personal and Community Health Concepts and practices of health and healthful living applied to the individual and the community. (Prereq.: ENL 111 or 112 or HON 111. Fall) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) HPE 205 Introduction to Health, Physical Education, and Exercise Science (.5 course) An introduction to the professional field of health, physical education, and fitness. Includes history, current trends and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a healthy lifestyle found on the wellness continuum. (Spring) 241 HPE 215 Health and Exercise Psychology Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. Examples of topics covered include: anxiety, depression, stress, ADHD, self-efficacy and determinants of exercise. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPE 114. Spring) HPE 280 Coaching Theory (.5 course) Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. HPE 300 Nutrition for Exercise Science This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. HPE 304 Advanced Fitness Training This course is designed to examine and apply the latest in scientific research of advanced personal training. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, students will create and optimize aspects of the different training phases for their year-round program design. (prerequisites: BIO 103, HPE 104, HPE 114). HPE 305 Stress Management (.5 course) This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater 242 understanding of the role of stress in their life. Individual stress management plans will be constructed. HPE 315 Exercise Testing and Prescription (.5 course) This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPE 357. Fall) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality (Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of National Standards and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPE 110. Fall even years) HPE 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age and skill appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104 and 205. Spring) HPE 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills, teaching and officiating selected games and activities. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104 and 205. Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 114, HPE 205. fall, even years; spring, even years) HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPE 205 and pass CT assessment or GST 100. Fall) HPE 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Co-req.: HPE 357. Fall) HPE 351 Physiology of Exercise The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. (Prereq.: ENL 111 or 112 or HON 111, BIO 103. Spring) 243 HPE 357 Measurement of Health, Physical Education, and Exercise Science (.5 course) Concepts of statistics and the use of statistical procedures in health, fitness, and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, and linear regression. (Prereq.: MPG 3, HPE 104, and either HPE 110 or HPE 205. Fall) HPE 358 Assessment of Health and Physical Education (.5 course) Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPE 104, 357 and either HPE 110 or HPE 205. Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An indepth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 324. Fall) HPE 368 Physical Education Methods (7-12) Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 334. Spring) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Prereq.: HPE 110. Spring) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPE 110. Fall, even years) HPE 450 Current Health Issues (.5 course) This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110 and pass CT assessment or GST 100. Fall, odd years) HPE 473 Physical Education Curriculum (.5 course) Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. (Prereq.: HPE 205. Fall) HPE 490 Exercise Science Seminar and Keystone This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. The student will choose a research topic in the field of kinesiology or exercise physiology, design a research study, recruit subjects, conduct testing, evaluate data, and present their research to the Health, Physical Education and 244 Exercise Science Department at the end of the semester. The student will also choose from a number of options to advance their career and improve their marketability in the field. (Prereq.: HPE 350 and HPE 351) Internships and Independent Study Courses HPE 199 Internship HPE 299 Directed Study HPE 397/399 HPE 499 Internship Independent Study/Research Open only to junior or senior majors. 245 History—HIS History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J. R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Phillip C. Adamo (Chair), Jacqueline deVries, Bill Green, Don Gustafson, Michael Lansing Degree and Major Requirements Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking and Writing skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, MAT 163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its 246 equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Medieval Studies The History Department also hosts the major in medieval studies. For more information, please refer to “Medieval Studies” in this catalog. Other Requirements First-year students should enroll in one or more of the 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. History Courses HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indianwhite conflict and collusion, enslavement of African peoples, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. (Prereq.: Pass CT assessment or GST 100) HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move 247 topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. (Prereq.: Pass CT assessment or GST 100) HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. (Prereq.: Pass CT assessment or GST 100) HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education course. See International Studies, Sustainable, Development and Social Change (Guatemala, El Salvador, Nicaragua) HIS 162/462 20th-Century South Asia This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. 248 HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and inter-governmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or 112 or HON 111) HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, ethnic, and sexual differences among women. HIS 300 Public History Public history is the practice of historical methods with a non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. HIS 311 Topics in Women’s History 249 Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 U.S. Urban Environmental History A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. HIS 327 Racism and Resistance in Southern Africa and the U.S. Center for Global Education course. See International Studies section, Nation Building, Globalization, and Decolonizing the Mind (Namibia) HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. (Prereq.: Pass CT assessment or GST 100) HIS 343 The North American West 250 This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (International Studies—Namibia) HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 350 Cultural Conflict and Change in Latin America For course description, see HIS 150. HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s Sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 357 Mexican History, Culture, and Cosmovision An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Additional readings and written assignments will be required for upper-division students. Taught on-site in Mexico through Center for Global Education. (Prereq.: 1 previous history course or consent of instructor required for 300-level course) HIS 360 Ancient Egypt and Classical Greece This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 361 Hellenistic Greece and Rome This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these 251 societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. (Prereq.: MPG 3) HIS 370 The Late Middle Ages to 1648 This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the keystone requirement. (Prereq.: HIS 280 and ENL 111 or 112 or HON 111. Generally offered fall and spring terms.) 252 Internships and Independent Study Courses HIS 199 Internship HIS 299 Directed Study HIS 399 Internship HIS 499 Independent Study/Research (Prereq.: 3.50 GPA in history) 253 Honors Program—HON The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theatre, and art perfomances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program Director, at honors@augsburg.edu. Honors Program Recognition Students who finish the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumébuilding positions, and special access to academic advising and career options. Honors Admission Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school G.P.A. of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application at www.augsburg/honors.edu. Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the President’s, Honors Regents’, International President’s, and Harwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted college credit. Contact Academic Advising or the Honors program director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. 254 Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON 340, HON 490, and two other fullcredit Honors courses. Honors Co-Curricular Activities Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their Houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship such as College scholarship events. The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors students. Pike House also organizes events for alumni and fundraising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as honors service days and Augsburg experiences. Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Student Leadership Opportunities: Students elected to leadership within their Honors House may serve as House Presidents or serve in other program leadership positions. The House Presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through student-created learning experiences. These student created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements, or simply be an elective course. Student-created learning experiences may take almost any form. Some possible forms include: • Student-created courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) 255 Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council Member or the Honors Program Director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program Director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year: Fall • • • • First-year students select Honors House membership. First-year students not permitted to join Augsburg Honors Review HON 100 Christian Vocation and the Search for Meaning I HON 120 Scholar Citizen (includes theatre lab, satisfies speech skill and critical thinking skill requirements) First Year: Spring • HON 130 Liberating Letters (humanities LAF and speaking skill) • HON 111 Effective Writing for Liberating Letters (satisfies effective writing requirement) Second Year: Fall • Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0 credit, pass/no pass) • HON 220: Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill requirements) * HON 200 Christian Vocation and the Search for Meaning II Second Year: Spring • Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0 credit, pass/no pass) • HON 240: Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF) Third Year: Fall • • • • Students eligible to become editors and managers in HON 450: Augsburg Honors Review HON 250: Social Scientist (satisfies social and behavioral sciences LAF) HON 200: Christian Vocation and the Search for Meaning II HON 340: Junior Colloquium (taught by the President or Dean of the College. P/N, zero credit) Third Year: Spring Students eligible to become editors and managers in HON 450: Augsburg Honors Review • HON 230: Arts and the City (satisfies fine arts LAF) • HON 340: Junior Colloquium (continues from Fall semester, P/N, zero credit) Fourth Year: Fall 256 • Students may join HON 450 Augsburg Honors Review and HON 460: Honors Disputation League in their fourth year • HON 490: Honors Senior Seminar (offered Fall and Spring) Fourth Year: Spring • HON 490: Honors Senior Seminar (offered Fall and Spring) Research Requirement: At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research Requirement document available in the Honors Suite or online. In addition, students must register for at least two semesters of the following to document the research experience on their transcript: • HON 450 Augsburg Honors Review • HON 470 Student/Faculty Research Collaboration Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without prior permission. • Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. Honors Courses HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theatre lab) HON 130 The Liberating Letters: The Trial of Letters Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. (satisfies humanities LAF and speaking skill requirements) HON 111 Effective Writing for Liberating Letters Linked with HON 130, this effective writing course employs a rhetoric-based and argumentfocused approach to college level writing. Students are strongly encourged to register for HON 130 and this course during the same semester. (Satisfies introduction effective writing requirement). 257 HON 200 Christian Vocation and the Search for Meaning II Honors version of REL 200–see REL 200 for content and requirements. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, formal systems. (Satisfies graduation QR requirement) HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. (Satisfies fine arts LAF) HON 240 Science, Technology, and Citizenship Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. (Satisfies lab natural sciences and mathematics LAF) HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. (satisfies social and behavioral sciences LAF) Travel Seminar Honor students are encouraged to study abroad at some point during their four-year degree. This may include a Center for Global Education 10-day seminar, international travel seminar, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the Dean and/or President of the College, this seminar explores themes of leadership and service in the public context. (P/N; 0.0 credit) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be 0.0, .5 or 1.0 credit, and may use traditional or P/N grading options). HON 450 Augsburg Honors Review: Research Thesis Requirement Students in the Fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only). Students in the Spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills 258 (0.0 credit, P/N only). HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for a student/faculty research collaboration. (0.0 credit, P/N only) HON 490 Honors Senior Seminar This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. 259 Interdisciplinary Studies—INS Interdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions and requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Studies. Leadership Studies Minor Coordinator: Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Required courses: (4) BUS 242 SOC 349 COM 345 POL 421 Principles of Management Organizational Theory (prereq. SOC 121 or permission of instructor) Organizational Communication Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Required electives: (2) Select two courses from the following list. (No more than one per department.) BUS 340 Human Resource Management (prereq. BUS 200 or 242) BUS 440 Strategic Management (prereq. BUS 242 or 200) HIS 122 20th-Century United States (prereq. Pass CT assessment or GST 100) INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (prereq. PSY 105) COM 321 Business and Professional Speaking COM 355 Small Group Communication COM 410 The Self and the Organization (WEC) Peace and Global Studies Minor 260 See International Relations, page 153. Interdisciplinary Courses INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and policial systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 298 Meaningful Work: Linking Education, Vocation & Career Exploration This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) 261 International Relations International relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, including immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, and Southeast Asia. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations One of the following: INS 225 Introduction to Islam POL 241 Environmental and River Politics SOC 121 Introduction to Human Society SWK 230 Global Peace and Social Development or one course from the list of “required electives” listed below. Two of the following: HIS 332 POL 368 POL 459 POL 461 History of U.S. Foreign Relations Model United Nations Topics: Women in Comparative Politics Topics in International Politics 262 Also, the equivalent of four terms of college work in a modern language. Required electives Five of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 465 ECO 360, 365, 370 ENV 310 FIN 460 HIS 323, 346, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 459, 483 REL 356 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Languages and Cross-Cultural Studies) Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. The Critical Thinking (CT) and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing: S: one of the following IR electives: ECO 365, HIS 350, or PHI 355 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the international relations major, three of the following courses: BUS 362 BUS 465 FIN 460 MKT 466 International Business International Management International Finance International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development ECO 370 International Economic Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your 263 academic adviser before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The peace and global studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/ WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. 264 International Studies International study at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s strong commitment to a global perspective and its mission to “... nurture future leaders in service to the world,” provide the foundation to include international study in every student’s degree program. In addition to the following courses, students have more than 300 programs in nearly 90 countries from which to choose the best opportunity for their discipline and personal needs. Contact Augsburg Abroad for advising on study abroad programs, finances, and academics. Augsburg Abroad is the front door for students and faculty interested in study abroad. More information about study abroad is located in the Augsburg Abroad section of this catalog. Center for Global Education Courses Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, U.S.-Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, and gender, sexuality, and religion. Students will learn first-hand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, and feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and 4-5 day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Although students may select courses from several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the following four concentrations: 1) Business, 2) Religion, 3) Spanish, and 4) Women’s Studies. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 206 Spanish for Healthcare Professionals This course aims satisfy the needs of students in nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico.) 265 SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 220 Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s consent.) SPA 225 and 325 Topics: Spanish for Heritage Speakers This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. 225 or 325 level available according to proficiency) SPA 231/ART 231 Mexican Art This course aims to develop an understanding and appreciation of Mexican art from in the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museum as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent). SPA 334 Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.) SPA/WST 335 Contemporary Latin American Women–Texts and Voices 266 This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) BUS 461 Global Business Management: Mexico and Other Emerging Markets This course examines global economic conditions today and explores vital issues, such as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers, government regulations shipping options, etc. Emphasis is on understanding issues from the perspectives of both developed and developing countries, using Mexico as a case study. (Prereq.: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor). HPE 002 Lifetime Activity: Latin Dance (.0 course) This Lifetime Activity course is designed to help you develop proficiency in diverse forms of Latin Dance. There is no academic credit for this course, but it fulfils the physical fitness graduation requirement. The course meets for a total of 21 hours over the course of the semester. There is additional cost of US $50/student to cover expenses. This course fulfills a Lifetime Activity graduation requirement. KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112). POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. 267 REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will include particular emphasis on religion in Mexico. (Prereq.: REL 100). REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/ political transformation. Examines key theological concepts, critiques, and practical implications. BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application, and Spanish reference forms) BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socio-economic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 17 different options (including ART/SPA 231 which meets the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisite: one college-level Spanish course or its equivalent. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 206 Spanish for Healthcare Professionals This course aims satisfy the needs of students in nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus 268 will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 220 Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s consent.) SPA 225 and 325 Topics: Spanish for Heritage Speakers This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. 225 or 325 level available according to proficiency) SPA 231/ART 231 Mexican Art This course aims to develop an understanding and appreciation of Mexican art from in the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museum as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico). SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent). SPA 334 Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and 269 literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.) SPA 335 Contemporary Latin American Women–Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) HIS/WST 357 Mexican History, Culture, and Cosmovision An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Additional readings and written assignments will be required for upper-division students. Taught on-site in Mexico through Center for Global Education. (Prereq.: 1 previous history course or consent of instructor required for 300-level course). HPE 003 Lifetime Activity: Latin Dance (.0 course) This Lifetime Activity course is designed to help you develop proficiency in diverse forms of Latin dance. There is no academic credit for this course, but it fulfills the physical fitness graduation requirement. The course meets for a total of 21 hours over the course of the semester. There is additional cost of US $50/student to cover expenses. This course fulfills a Lifetime Activity graduation requirement. POL 341/WST 341 Globalization, Social Struggles, and the Environment Explores issues of globalization and social change in Mexico and analyzes political, social and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will include particular emphasis on religion in Mexico. (Prereq.: REL 100). BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and 270 personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prerequisites: SPA 212 or equivalent, internship application, and Spanish reference forms) BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. All students are excpect to take SWK 294 as a core course. Other course offerings include: SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish courses from 17 different options (including ART/SPA 231 which meets the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisites: approval of the Social Work Department, and one college-level Spanish course or the equivalent (students may choose to study Spanish in Mexico during the month of January prior to the start of the semester). SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 206 Spanish for Healthcare Professionals This course aims satisfy the needs of students in nursing, pre-med students, and others in healthcare fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 220 Business Spanish Aims to enable intermediate and advanced Spanish language students develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s consent.) 271 SPA 225 and 325 Topics: Spanish for Heritage Speakers This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. 225 or 325 level available according to proficiency) SPA 231/ART 231 Mexican Art This course aims to develop an understanding and appreciation of Mexican art from in the PreColumbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museum as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico). SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent). SPA 334 Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico.) SPA 335 Contemporary Latin American Women–Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition 272 Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of U.S. foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational, and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis, and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing, and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish-language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316). Social Change in Central America: Exploring Peace, Justice and Community Engagement This multi-country program, defined by an experiential methodology and unique approach to community engagement, offers students a provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict,U.S. foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: 1) one Spanish course, 2) 273 REL 366, 3) HIS/WST 355, and 4) POL 310. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico and Central America and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) HIS/WST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 310 Topics in Comparative Politics: Citizen Participation in Policy Formulation within a Globalized Economy — A Nicaraguan Case Study This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. 274 REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/ political transformation. Examines key theological concepts, critiques, and practical implications. Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process — Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Racism and Resistance in Southern Africa and the United States: Struggles Against HIS 327 Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor. HECUA Courses Scandinavian Urban Studies Term: Norway (SUST)—Fall and Spring 275 In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twenty-five percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by analyzing the development of the Norwegian welfare state through a wide range of topics such as globalization theories, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students study Norwegian language or do an independent research project, and also intern with a leading NGO. INS 372 Norwegian Language INS 377 Challenges of Globalization to the Scandinavian Welfare State INS 393 Scandinavian Art, Film, and Literature INS 394 Urbanization and Immigration INS 499 Independent Study (Students may choose either INS 372 or 499) Community Internships in Latin America: Ecuador (CILA)—Fall and spring The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a home stay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship (2 course credits) INS 499 Independent Study Democracy and Social Change: Northern Ireland—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (2 course credits) Divided States of Europe: Globalization and Inequalities in the New Europe—Spring 276 Ten former communist nation-states have recently joined the European Union. From three different locations – Norway, Romania, and Hungary – students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. INS 371 Disjuncture and Difference in Europe INS 376 Challenges and Opportunities of European Integration INS 399 Internship INS 499 Independent Study 277 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish, as well as an interdisciplinary major in Cross-Cultural studies. Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the College’s affiliation with ACTC, a consortium of Twin Cities colleges. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Faculty Frankie Shackelford (Chair), Anita Fisher, Michael Kidd, Diane Mikkelson, Peter Morales, Pary Pezechkian-Weinberg, Kate Reinhardt, Joseph Towle, Dann Trainer, John van Cleve Degree and Major Requirements Major The language major consists of ten courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, KEY 480, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement and three electives: Core: LCS 100, LCS 399, and KEY 480. Language requirement: Minor in French, German, Norwegian or Spanish or completion of the 212 level in two different languages (in Norwegian only: 211). Study-abroad requirement: one semester on an approved study-abroad program or two travel seminars (consult Augsburg Abroad for offerings). Required electives: Three upperdivision courses in related areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 278 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, MAT 145 or 146, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor The minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture approved by the department. All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. There is no minor in Cross-Cultural studies. Other Requirements Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad is required for language majors and some study abroad is strongly recommended for minors. See adviser for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural studies must complete a semester abroad or two shortterm international study experiences approved by the department. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Augsburg College no longer offers a licensure program in modern languages. Languages and Cross-Cultural Studies Courses LCS 100 Introduction to Cultural Studies This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our “position” in the world affects the way we view, interpret, and interact with other cultures. LCS 295/495 Topics in Cross-Cultural Studies 279 LSC 399 Internship in Cross-Cultural Studies KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). American Sign Language (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) Farsi (FAR) FAR 111/112 Beginning Farsi I, II An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. (Alternating years) French (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. (Fall, Prereq.: 212) 280 FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. (Prereq.: FRE 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses FRE 199 Internship FRE 299 Directed Study FRE 399 Internship FRE 499 Independent Study/Research German (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) 281 GER 295 Topics in Literature, Culture, or Linguistics GER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Fall, Prereq.: 212) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many Germanspeaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses GER 199 Internship GER 299 Directed Study GER 399 Internship GER 499 Independent Study/Research Norwegian (NOR) 282 NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required.) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to understand contemporary cultural developments, such as Norway’s changing role in the global community, within a broader historical context. Readings in history are supplemented by lectures, newspaper articles, and video materials. In Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor and ENL 111 or 112 or HON 111. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses NOR 199 Internship NOR 299 Directed Study NOR 399 Internship NOR 499 Independent Study/Research Ojibwe (OJB) 283 Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the Lanuages and CrossCultural Studies Department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111) Spanish (SPA) Courses in addition to those below are offered through various programs listed under International Studies. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor. Spring) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor) 284 SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: odd years) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Fall on a rotational basis.) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: even years) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses SPA 199 Internship SPA 299 Directed Study SPA 399 Internship SPA 499 Independent Study/Research 285 Mathematics—MAT Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or non-profit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art (through the B.A. degree) or choose a more focused program of courses (through the B.S. degree). B.S. focus areas include theoretical mathematics, statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science, computing, business, or economics. Augsburg’s urban location allows students to gain experience working with mathematics through internships, service learning, and the colloquium course. Mathematics Faculty Jody Sorensen(Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew Haines, Kenneth Kaminsky, Catherine Micek, John Zobitz Degree and Major Requirements Bachelor of Arts—Mathematics Major Nine courses including: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures A “theoretical structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. 286 Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Bachelor of Science—Mathematics Major Twelve courses including: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, BUS 379, CHM 353, CHM 361, CHM 364, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 248, BUS 379, PSY 215, SOC 362 may count). These seven electives must include a(n): • “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. • “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department. • “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, BUS 379, PSY 215, SOC 362, or other courses approved by the department. At least five of the seven electives must be chosen from a focus area approved by the department. Sample focus areas: • Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373 • Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, BUS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of BUS 379, MAT 163 and MAT 248 may count). • Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT 363, MAT 377. • Physical Sciences: Two of PHY 121, PHY 122, CHM 353, CHM 361, CHM 364; two of MAT 324, MAT 327, MAT 355, MAT 369; a fifth course from this list. • Statistics: One of MAT 248, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department. • Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324 • Theoretical mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex 287 Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics. Also required: MAT 491 Mathematics Colloquium during junior and senior years. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond the course is expected. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the B.S. major but the electives must include ESE 330 5-12 Methods: Mathematics; MAT 252; Exploring Geometry; MAT 287 History of Mathematics; MAT 314 Abstract Algebra; MAT 324 Analysis; one of MAT 163 Introductory Statistics, MAT 248 Biostatistics or MAT 373 Probability and Statistics I; and an “Applied Project” course. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I; one of MAT 163 Introductory Statistics, MAT 248 Biostatistics or MAT 373 Probability and Statistics I; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. ESE 331 Middle School Methods in Mathematics is also required. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics To be considered for departmental honors, a student must be involved with mathematics beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 200, have an overall GPA of at least 3.00, complete a project with significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics Department. The project may build upon a course-based project, but significant work beyond the course is expected. The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements are available from the department. Pi Mu Epsilon Membership in the Augsburg Chapter of this national mathematics honor society is by invitation. To be considered, students must have a declared mathematics major, junior or senior status, and a 288 GPA of 3.00 in their major and overall. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163 or MAT 248, MAT 252, MAT 271, and MAT 287. Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. Other Requirements Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Mathematics Courses MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to 289 study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. Note: Students who have successfully completed MAT 138, MAT 163, MAT 248, BUS 379, PSY 215, or SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I and II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3) MAT 140 Calculus Workshop (.25 course) An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. MAT 140 does not satisfy NSM-LAF requirement. P/N grading only. (Coreq.: MAT 145 or MAT 146 and consent of instructor). MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Note: Students who have successfully completed BUS 379, MAT 248, PSY 215, or SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3. Also recommended: CSC 160) MAT 173 Mathematics of Finance Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3) MAT 201 Communicating Mathematics (.5 course) An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. 290 Students with majors other than mathematics should consult their major department before taking this course. (Prereq.: MAT 146) MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 248 Biostatistics Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include graphing techniques, correlation and regression, experimental design, combinatorics, probability, point and interval estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods. Credit may not be received for both MAT 163 and MAT 248. (Prereq.: MAT 145 or MPG 4 and BIO 151) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 145 and one of MAT 163, MAT 248, MAT 252, or MAT 287; and pass CT assessment or GST 100.) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq.: MAT 145) MAT 304 Graph Theory Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. (Prereq,: MAT 271, ENL 111 or 112 or HON 111, and a speaking course. Also recommended MAT 246.) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. (Prereq.: MAT 246, MAT 271, ENL 111 or 112 or HON 111, and a speaking course) MAT 324 Analysis Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series 291 in a theoretical setting. Focuses on theoretical structures. (Prereq.: MAT 146, MAT 271, ENL 111 or 112 or HON 111, and a speaking course. Also recommended: additional MAT course numbered 200 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Includes an applied project. (Prereq.: MAT 146, CSC 160, ENL 111 or 112 or HON 111, and a speaking course) MAT 363 Dynamical Systems Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, MAT 269, or MAT 271) MAT 369 Modeling and Differential Equations in the Biological and Natural Sciences Concepts of differential equations including quantitative and qualitative methods of linear and nonlinear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Includes an applied project. (Prereq.: MAT 245, ENL 111 or 112 or HON 111, and a speaking course) MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project. (Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373, ENL 111 or 112 or HON 111, and a speaking course for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Includes an applied project. (Prereq.: MAT 246, ENL 111 or 112 or HON 111, and a speaking course) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, combinatrics, complex analysis, mathematical biology, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in 292 mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study Courses MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prerequisite for upper division: at least one upper division MAT course, junior or senior standing) MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) 293 Medieval Studies The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), John Harkness (English), Martha B. Johnson (Theatre Arts), Merilee I. Klemp (Music), Philip A. Quanbeck II (Religion), Bruce R. Reichenbach (Philosophy), Mark D. Tranvik (Religion) Degree and Major Requirements Major Nine courses, including: Four (4) core requirements: HUM 120 HIS 369 HIS 370 HUM 499 Medieval Connections Early and Middle Ages Late Middle Ages Keystone, Medieval Studies Project One (1) of the following literature courses: ENL 330 ENL 332 ENL 360 ENL 361 Shakespeare Renaissance and Reformation The Medieval World The Classical Tradition One (1) of the following religion or philosophy courses: HIS 378 PHI 242 REL 361 REL 362 Medieval Church Medieval and Renaissance Philosophy Church in the First Four Centuries Theology of the Reformers One (1) of the following history of arts courses: 294 ART 386 ART 387 MUS 231 THR 361 Medieval Art Renaissance and Baroque Art History and Literature of Music I Theatre History and Criticism I Two (2) electives from the following courses: HIS 374 Medieval Crusades HIS 440 Monks and Heretics POL 380 Western Political Thought Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor Five courses including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). Other Requirements Language Requirement Students must take one year of college-level Latin or other medieval language approved by their adviser, which will fulfill the Modern Languages Graduation Skills requirement. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of adviser is required for all Augsburg Experiences related to Medieval Studies. Courses HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections) This is the introductory course for Medieval Studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) For other course descriptions, refer to the specific departments elsewhere in the catalog. 295 Metro-Urban Studies—INS Metro-Urban Studies is the study of cities as social, political, economic and cultural entities. MetroUrban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, history, environmental studies and architecture to understand metropolitan areas in terms of complex relationships that contribute to both opportunities and challenges. The major is designed to utilize the city as our classroom, demonstrating the interplay of theory, policy and lived experience. Metro-Urban Studies coursework often includes walking tours, field trips and field research. Augsburg College’s Metro-Urban Studies Program emphasizes the theme of planning metro areas to be more environmentally sustainable and be places that promote the health and civic engagement of citizens. The Metro-Urban Studies major helps prepare students for careers and graduate work in urban planning, public administration, environmental studies, government, community organizing, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of the keystone experience. Many students who major in Metro-Urban Studies double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the Director of Metro-Urban Studies about how to best plan your academic schedule to accommodate both majors. Metro-Urban Studies Faculty: The following faculty teach courses in the Metro-Urban Studies Program. Nancy Fischer (Director, SOC), Kristin Anderson (ART), Andrew Aoki (POL), Kevin Bowman (ECO), Lars Christiansen (SOC), Keith Gilsdorf (ECO), Michael Lansing (HIS), Garry Hesser (SOC), and Joseph Underhill (POL). Degree and Major Requirements Major A total of 10 courses, including the following: (please see department descriptions for individual courses) ECO 113 POL 122 SOC 111 HIS 316 or ART 249/349 HIS 249/349 SOC 362 or POL 483 SOC 363 or POL 484 SOC 381 INS 399 Principles of Microeconomics Metropolitan Complex Community and the Modern Metropolis U.S. Urban Environmental History The Designed Environment (art credit) The Designed Environment (history credit) Statistical Analysis Political/Statistics/Methodology Research Methods Political Analysis Seminar The City and Metro-Urban Planning Internship 296 Plus two additional approved urban-related electives. For electives, please see the following list, which is not exhaustive. Consult the Director of Metro-Urban Studies for other elective possibilities that suit your career interests, including off-campus study such as ACTC courses, HECUA or study abroad. ART243 ART244 ECO365 ENV100 HIS225 HIS335 POL241 POL325 SOC265 SOC295 SOC349 History of Architecture to 1750 History of Architecture after 1750 Environmental Economics Environmental Connections History of the Twin Cities (not regularly offered) American Urban History (not regularly offered) Environmental and River Politics Politics and Public Policy Race, Class and Gender Special Topics: Sustainable Cities (various locations, study abroad) Sociology of Organizations Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 364 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). HECUA off-campus programs are highly recommended, especially the Metro-Urban Studies Term (MUST) Twin Cities program, described below. Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor POL 122, SOC 111, HIS 316/249/349, SOC 381 and one of the following: ECO113 or an approved Metro-Urban Studies elective. Metro-Urban Studies Courses Internships and Independent Study Courses INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. INS 299 Directed Study See description on page 65. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit). Internships place students with sponsoring organizations that provide supervised work 297 experience for a minimum of 10 hours a week. Please note that students may also fulfill their internship requirement through HECUA, Sociology (SOC399) or Political Science (POL399). INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 111 and consent of instructor) INS 499 Independent Study/Research (Prereq.: POL 484 or SOC 363) Urban Studies Options Through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, Latin America, Northern Ireland, and the Twin Cities. The following programs can be counted towards the Metro-Urban Studies major and minor. Ask the director of Metro-Urban Studies for more detail. Also see International Studies listings. I. Metro-Urban Studies Term: Poverty, Inequality and Social Change —Fall or Spring This semester-length program delves into the root causes of increasing levels of poverty and inequality in the United States.To understand these issues, the program focuses on the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. INS 358 Theories of Poverty, Inequality and Social Change (Reading Seminar) INS 359 Social Policy and Anti-Poverty Strategies in Theory and Practice (Field Seminar) INS 399 Internship (2 course credits) II. City Arts—Spring An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet Twin Cities artists, activists, private and public arts funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change. INS 330 Field Seminar: Arts Praxis INS 331 Creating Social Change: Art and Culture in Political, Social and Historical Context INS 399 Internship (2 course credits) III. Environmental Sustainability: Science, Politics, and Public Policy—Fall Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. Uses social, economic, and environmental sustainability to address themes like the links between 298 rural and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience learning from community organizers, government planners and business leaders who are rising to the challenges of creating a more sustainable world. INS 346 Adaptive Ecosystem Management INS 345 Social Dimensions of Environmental Change INS 399 Field/Research Methods and Investigation INS 399 Internship and Integration Seminar INS 399 Internship and Integration Seminar (2 course credits) IV. See HECUA under International Studies for programs outside the United States. 299 Music—MUS The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The music department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp, Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Garrick Comeaux, Marv Dahlgren, Bridget Doak, Susan Druck, Lynn Erickson, Janet Fried, Jennifer Gerth, Nancy Grundahl, Megan Holroyd, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Kathy Kienzle, Rena Kraut, Erick Lichte, Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O. Nicholas Raths, Shannon Sadler, Andrea Stern, Sonja Thompson, William Webb, Matthew Wilson, Yolanda Williams Fine Arts Coordinator Cathy Knutson Fine Arts Facilities Manager Karen Mulhausen Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major 300 Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a Board Certified Music Therapist. Music Minors Music Music Business Degree and Major Requirements Students intending to pursue a music major in any of the three music degree programs must declare their major; perform a sophomore/transfer music major jury/audition; and complete the music department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Because of the heavy curricular demands inherent in any single music-department degree program, students are strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are required to petition the department for acceptance of their proposed degree plan prior to formally declaring their double majors. Music Core MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 201 Materials of Music III MUS 211 Aural Skills III MUS 202 Form and Analysis MUS 212 Aural Skills IV MUS 231 History and Literature of Music I MUS 232 History and Literature of Music II MUS 331 Music of the Baroque Era (0.5 credit) or MUS 332 Music of the Classical Period (0.5 credit) or MUS 333 Music of the Romantic Period (0.5 credit) or MUS 334 Music of the 20th Century (0.5 credit) MUP 1xx Performance Studies (.25 or .5 credit, according to degree requirement) Four semesters MUP3xx Performance Studies (.5 credit) Four semesters MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit) MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 115 or 121 or 141: Large Augsburg Ensemble (0.0/.25 credit) Four to eight semesters in accordance with degree requirement Additional requirements (refer to the Music Department Student Handbook for detail): Piano Proficiency Test Sophomore/Transfer Music Major Jury & music department degree application 301 Music Repertoire Tests Graduation Skills for Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Graduation Skills for Bachelor of Science in Music Therapy: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 363 QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372 Graduation Skills for Bachelor of Arts in Music with Music Business Concentration: Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Arts Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music related business fields most often choose this course of study. Faculty Adviser: Douglas Diamond Requirements Music core and: MUS 341 Basic Conducting MUS 458 Senior Recital Two music course electives MUP 1xx Performance Studies (.25 credit) Four semesters of half hour lessons in major instrument/voice MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 125 or 131 or 142or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Additional requirements: 302 Pass piano proficiency test Complete sophomore/transfer music major jury & music departmental degree application Pass three music repertoire tests Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute for any required Augsburg course specifically listed within a degree program. This program is open to sophomores through seniors. There is no additional fee for this program. Faculty Adviser: Ned Kantar B.A. in Music with Music Business Concentration Requirements: Music core and: ECO 113 Principles of Microeconomics MIS 260 Problem Solving ACC 221 Introduction to Financial Accounting BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship MUS/BUS Elective (Augsburg or MSCM course, 1.0 Augsburg credit) MUS 458 Senior Recital MUP 1xx Performance Studies (.25 credit) Four semesters of half hour lessons on major instrument/voice MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit) Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Additional requirements: 303 Pass piano proficiency test Complete sophomore/transfer music major jury & music departmental degree application Pass three music repertoire tests B.A. in Business Administration with Specialization in Music Business Requirements: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship MUS/BUS Elective (Augsburg or MSCM course, 1.0 Augsburg credit) 3 MUS credits — OR — 2 MUS credits and 1 MUE/MUP credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 7-8 credits MUS 101, 102 MUS 111, 112 MUS 341 either MUS 231 or MUS 232 Materials of Music I, II Aural Skills I, II Basic Conducting History and Literature of Music I History and Literature of Music II One additional course (.5 or above) in music history or conducting. Other courses may be approved by departmental petition. MUE 111 or 112 or 114 or 115 or 121 or 141 Four semesters in a large Augsburg ensemble 304 MUP 1xx Performance Studies (.25 credit) Four semesters of performance studies in the major instrument/voice Additional requirements Pass one music repertoire test Submit a music departmental application for minor by spring semester, sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS 105 The Music Business ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Introduction to Financial Accounting MUS/BUS 399 Internship (approved for the Music Business Minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of 1 credit in MUE and/or MUP courses) Bachelor of Music Music Education Major A fully accredited program (National Council for Accreditation of Teacher Education & MN Board of Teaching), the music education major offers students the preparation necessary to become music teachers in public schools. This coursework and preparation includes certification to teach at the elementary through the secondary levels, with either a vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must apply to the Department of Education for acceptance to the music education licensure program which is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. Faculty Adviser: Michael Buck Requirements Music core and: MUS 311 Composition I 305 MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) Choose one of the following two areas of emphasis: either Vocal Emphasis: MUS 251-254 MUS 342 MUS/THR 235 Diction (.25 credit each=1.0) Choral Conducting (.5 credit) Skills of Music Theatre (.5 credit) or Instrumental Emphasis: MUS 344 Instrumental Conducting (.5 credit) Music elective or approved course (1.0 credit) Performance Studies and Ensembles: Students should choose the following courses in accordance with their area of emphasis. MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 1xx Performance Studies (.5 credit) Two semesters of hour lessons in the major instrument/voice (second year) MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice (third and fourth year) A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice . MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) 306 Two semesters in a chamber music course on the major instrument/voice Additional requirements: Pass piano proficiency test Complete sophomore/transfer music major jury & music departmental degree application Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice Bachelor of Music Music Performance Major This major is a focused classical training program designed to develop the skills, artistic voice and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview (see the Music Department Student Handbook). Faculty Adviser Jill Dawe Requirements Music Core and: MUP 1xx Performance Studies (.25credit) Two semesters of half hour lessons in the major instrument/voice (first year) MUP 1xx Performance Studies (.5 credit) Two semesters of hour lessons in the major instrument/voice (second year) MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice (third and fourth year) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) At least four semesters Chamber Music playing on major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) MUE 111 or 112 or 114 or 115 or 121or 141 (0.0/.25 credit) Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral MUS Elective (0.5 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 Opera Workshop. Keyboard Majors: 307 MUS 436 Piano Repertoire MUS 456 Piano Pedagogy MUS Elective (0.5 credit) Instrumentalists: MUS356 Music Methods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) MUS Elective (1.0 credit) Additional requirements: Pass piano proficiency test Complete sophomore music performance audition; interview; & music department degree application Pass three music repertoire tests Bachelor of Science Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser:Roberta Kagin Requirements Music core and: MUS 271 Introduction to Music Therapy MUS 274, 275 Music Therapy Practicums MUS 363 Expressive and Creative Arts in Healing MUS 372, 373 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 480 Music Therapy Senior Seminar MUS 474, 475 Music Therapy Practicums MUS 481 Music Therapy Clinical Internship MUS 458 Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 Abnormal Psychology BIO 103 Human Anatomy and Physiology MUS 340 Music Therapy Techniques and Materials I MUS 345 Music Therapy Techniques and Materials II One of the following two: SOC 362 Statistical Analysis PSY 215 Research Methods: Design Procedure, and Analysis I 308 Performance Studies and Ensembles: MUP 1xx Performance Studies (.25 credit) Four semesters of half hour lessons in major instrument/voice MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25) Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Additional requirements: Pass piano and guitar proficiency tests Complete sophomore/transfer music major jury & music departmental degree application Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: • Complete sophomore/transfer music major jury & music departmental degree application • Complete the piano and guitar proficiency requirements during the first semester of residence Departmental Honors Senior music majors with a cumulative GPA of 3.5 or higher in music courses may apply for music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music resume to be submitted to the music faculty by November 1 of the senior year. Examinations Piano Proficiency All Augsburg music majors are required to have basic piano skills that meet the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano 309 skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the freshman year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Music Courses Many music courses are offered alternate years. Consult the registrar’s website for up to date information www.augsburg.edu/enroll/registrar or the Music Department for course offerings in each term. Theory and Musicianship MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 160 Fundamentals of Music Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. 310 MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0 and pass CT assessment or GST 100.) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211 and pass CT assessment or GST 100.) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0 and pass CT assessment or GST 100.) MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) History and Literature MUS 130 Introduction to Music and the Fine Arts E. D. Hirsch describes cultural literacy as "the network of information that all competent readers possess." This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A "top ten of the last millennium" will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a mid-term and final examination. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II 311 Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) The MUS 331-334 sequence provides an opportunity to explore the music, cultural trends, and composers associated with each of the four main stylistic eras of the Western European classical tradition. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper required in each course. MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from instructor) MUS 436 Piano Repertoire (.5 course) This course introduces students to a wide variety of music written for keyboard instruments from the 17th--century to the present. The changing role of the piano as a cultural symbol is emphasized as the piano, and its music, is inextricably linked to important compositional and social trends in western culture over the last three hundred years. (Prereq.: MUS 231, 232) Music Therapy MUS 271 Introduction to Music Therapy (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. 312 MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Techniques and Materials I This course will introduce students to primary instruments used in MT sessions, i.e. guitar, keyboards and drums/percussion. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading. The class is open for freshmen, sophomores and transfer students. MUS 345 Music Therapy Techniques and Materials II This experiential course includes an introduction to musical improvisation, making use of the skills acquired in Techniques and Materials Pt. I. These include the use of modes, various song forms, harmonic relationships and rhythm based exercises. The course will explore the student’s own personal relationship to music while introducing them to clinical improvisation methods. MUS 363 Expressive and Creative Arts in Healing An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. (Prereq.: ENL 111 or 112 or HON 111) MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a Board Certified Music Therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency test) 313 MUS 481 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (minimuym 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. Music Business MUS 105 The Music Business An introduction to the music industry. Topics include copyright, licensing, contracts, publicity and marketing. Other topics include the record industry, agents and managers. Musical genres and historical periods are compared and analyzed. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS 105) Methods and Pedagogy MUS 355 Music Methods: Strings (.5 course) This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. MUS 356 Music Methods: Brass/Percussion (.5 course) This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. MUS 357 Music Methods: Woodwinds (.5 course) This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. MUS 359 Music Methods: Vocal (.5 course) This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include 314 performance practice, instructional pedagogy, physiological mechanics of singing and instructional materials. MUS 456 Piano Pedagogy (.5 course) This course introduces students to various ideas, tools, methodologies and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement that pairs Augsburg teachers with piano students from our neighborhood. This course fulfills the LAF Augsburg Experience requirement. Applied Skills and Group Lessons MUS 135: Class Piano 1 This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms and ideas taught in MUS 101/111. Co-req. or prereq.: MUS 101 and MUS 111; placement test and/or permission of the instructor. MUS 136: Class Piano 2 This course is a continuation of MUS 155A: Class Piano 1 and MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. Prereq.: MUS 155 or MUS 135; or placement test and/or permission of the instructor MUS 237: Class Piano 3 This course is a continuation of Class Piano 1 and 2 and is designed for students with piano training prior to Augsburg and/or students who have completed MUS 155, MUS 135 and MUS 136. Class Piano 3 will cover all the skills and requirements of the piano proficiency test and is designed to provide opportunities for students to apply their piano skills to practical ‘real life’ situations such as score reading; transposing; improvising; playing simple accompaniments; and learning repertoire in a variety of styles. Prereq.: MUS 155; MUS 135; MUS 136; or placement test and/or permission of the instructor. MUS 238: Class Piano 4 This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. Prereq.: MUS 155; MUS 135; MUS 136: MUS 237; or placement test or permission of the instructor MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. 315 MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) This is an intensive introduction to basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) Performance Courses Performance Study These courses provide unique opportunities for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance Study is offered for woodwind, string, brass, percussion, keyboard instruments, electric bass, harp and voice. Lessons are individualized to fit the requirements of Augsburg’s three music degrees and five majors, and are also available to qualified liberal arts students. MUP 1XX Performance Study (0; 0.25; 0.5 credits) These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for .25 credit (half hour lesson); .5 credit (1-hour lesson) and 0 credit (a half hour lesson). Registration is by Add/Drop form and requires a signature. MUP 3XX Performance Study (0.5 credit) These courses consist of a one-hour weekly individual lesson designed for music majors. Pre-requisites: at least 4 semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved music department degree application. MUP 111/311 VOICE MUP 116/316 ELECTRIC BASS MUP 121/321 VIOLIN MUP 122/322 VIOLA 316 MUP 123/323 CELLO MUP 124/324 BASS MUP 131/331 OBOE MUP 132/332 BASSOON MUP 133/333 CLARINET MUP 134/334 SAXOPHONE MUP 135/335 FLUTE MUP 137/337 HORN MUP 141/341 TRUMPET MUP 142/342 TROMBONE MUP 143/343 BARITONE MUP 144/344 TUBA MUP 152/352 PIANO MUP 161/361 GUITAR MUP 171/371 PERCUSSION MUP 181/381 ORGAN MUP 191/391 HARP MUP 192/392 IMPROVISATION MUP 193/393 COMPOSITION Chamber Music These performance-based courses introduce students to a wide range of music composed for small groups, usually one person per part. All chamber music courses fulfill the chamber music/small ensemble requirement for music majors, and are also open to non-majors by permission of the instructor. MUE 113 Vocal Chamber Music (.0 course) MUE 122 String Chamber Music (.0 course) MUE 125 Guitar Chamber Music (.0 course) MUE 131 Woodwind Chamber Music (.0 course) MUE 142 Brass Chamber Music (.0 course) MUE 144 Percussion Chamber Music (.0 course) MUE 145 Piano Chamber Music (.0 course) 317 Jazz MUE 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUE 143 Jazz Ensemble (0.0/.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Vocal Performance MUS 235 Skills of Music Theatre This course provides an interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of Music Theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUE 294 Opera Workshop (1.0 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUE 494 Opera Workshop (.25 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. Recitals Music students must work closely with their Studio Teacher to plan all aspects of degree recitals including repertoire choice; confirmation of dates, dress rehearsals; selection of an accompanist, etc. In addition to registering for a recital (i.e. MUS 358/458/459) students must also complete an Application for Student Recital form to confirm scheduling, hall space and publicity. The form is due in the Music Office no later than the Add/Drop deadline at the beginning of the semester of the recital. MUS 358 Junior Recital (.0 course) This course is required for Bachelor of Music degree candidates. To meet the requirement, music education majors must complete a one-half hour program of level III repertoire; performance majors must perform a one hour recital of level IV repertoire. At the discretion of the studio instructor, students may also be required to perform a recital preview prior to the public recital. MUS 458 Senior Recital (.0 course) This course is required for the Bachelor of Arts and Bachelor of Science degrees. To meet this requirement students must perform a one-half hour recital of level III repertoire from a variety of classical style periods. At the the discretion of the studio instructor, students may also be required to perform a recital preview prior to the public recital. MUS 459 Senior Recital (.0 course) 318 This course is required for the Bachelor of Music degree. To meet the requirement, music education majors must perform a one-hour recital of level IV repertoire; performance majors must perform one hour of level V repertoire. At the the discretion of the studio instructor, students may also be required to perform a recital preview prior to the public recital. MUP 159 Piano Accompanying This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student Handbook) Large Ensembles Please note: to fulfill the Liberal Arts Foundation requirement in Fine Arts, students must participate in a large ensemble for four semesters at the 0.25 credit option. A maximum of two credits for large ensemble participation may be used towards graduation requirements. Music majors may choose to take large ensembles for 0.0 or .25 credit, depending on course load/need. Transfer music majors must participate in a large ensemble for each semester of their residency at Augsburg. Auditions for membership in a large ensemble are scheduled during the first week each fall semester or by contacting the ensemble director. MUE 111 Augsburg Choir (0.0/.25 course) MUE 112 Riverside Singers of Augsburg MUE 114 Masterworks Chorale (0.0/.25 course) MUE 115 Cedar Singers (0.0/.25 course) MUE 121 Orchestra MUE 141 Concert Band (0.0/.25 course) (0.0/.25 course) (0.0/.25 course) Internships and Independent Study Courses MUS 199 Internship MUS 299 Directed Study MUS 399 Internship (MUS/BUS 245 is the prerequisite for MUS/BUS 399 Internship) MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research Open only to advanced students upon approval of the faculty. 319 Natural Science Teaching Licensures The natural science licensure program for teachers is designed to provide strong preparation for science teaching and to satisfy Minnesota licensure requirements. Courses are designed to provide a broad, basic background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, the courses required in the Department of Education and, in the physical sciences, have at least one year of calculus. Consult with the Department of Education for requirements in education. Early consultation with the major area coordinator is essential. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Licensure Requirements Broad Base Requirements (also for 5-8 general science licensure) GEO XXX Introductory Geology (taken off-campus) SCI 106 Introductory Meteorology BIO 121 Human Biology and Lab BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—B.A. in Life Sciences (for licensure in biology 5-12) Requirements are the same as for the Bachelor of Arts in Biology degree, but with the following differences: Only four (rather than five) upper division biology courses are required, along with: Additional science courses required for 5-12 include: PHY 116 Introduction to Physics CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II SCI 106 Meteorology An introductory geology course 320 A grade of 2.0 or above is required for all supporting courses and upper division biology courses applied to the major. Upper division biology requirements must be traditionally graded. A GPA of 2.50 in upper division biology courses is required for all life sciences majors. Post-baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Chemistry Major (for licensure in chemistry 9-12) Broad Base Requirements, plus Graduation major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II CHM 351 Organic Chemistry I CHM 352 Organic Chemistry II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry CHM 363 Physical Chemistry Laboratory CHM 491 Chemistry Seminar (4 semesters) MAT 145, 146 Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 or BIO 367 One year of general physics — PHY 121, 122 General Science (for licensure for grades 5-8) If added to life science Chemistry or Physics, will expand license to 5-12 CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II BIO 102 Biological World BIO 121 Human Biology SCI 106 Introduction to Meteorology GEO XXX Introductory Geology (taken off-campus) Physics Major (for licensure in physics 9-12) Broad Base Requirements, plus Graduation major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory 321 PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equivalent) CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II 322 Nordic Area Studies—NAS Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Minor Four upper division courses. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major on approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Languages and Cross-Cultural Studies. Recommended supporting preparation: Study abroad through International Partners, or SUST (See International Studies, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing one of the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Nordic Area Studies Courses Additional course offerings are available through the Scandinavian Urban Studies Term. (See International Studies) NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad 323 backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) ART 382 Scandinavian Arts (See Department of Art) Internships and Independent Study Courses NAS 199 Internship NAS 299 Directed Study NAS 399 Internship NAS 499 Independent Study/Research 324 Nursing—NUR The Augsburg Department of Nursing is designed exclusively for registered nurses want to advance their education, increase their career opportunities, and practice nursing to the full extent of their education. A bachelor’s degree prepares nurses for the rapidly changing health care arena. No longer do nurses practice only in hospitals. They are moving into communities, corporations, parishes, and schools, as well as their own private practices. Wherever they work, nurses are making a difference in community health and well-being by providing comprehensive health care for diverse groups of persons across the life span. The BSN program at Augsburg equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided to challenge students’ interests and engage their creativity as they increase skills in critical thinking, community assessment, leadership and decision-making. Classes that combine short-term study away and abroad are woven into the BSN curriculum and students are invited to participate in these exciting endeavors as they are able. Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Marty Aleman, Katherine Baumgartner (Coordinator BSN program in the Minneapolis/St. Paul), Ruth Enestvedt, Joyce Miller, Sue Nash (Coordinator BSN program in Rochester), Joyce Perkins, Pauline Abraham, Kathleen Welle (Coordinator of Augsburg Central Nursing Center) Degree and Major Requirements Major Seven courses including: NUR 300 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the nursing major and are met by completing the major. Students petitioning to transfer in upper division nursing courses from another institution to meet 325 requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to their course requirements to fulfill each of these graduation skills. The program has been planned so that courses in the nursing major can be completed over 15 months (full-time study, two courses per term) with a summer break; however, students may pursue their studies at a slower and more flexible pace. Courses in the nursing major are offered on weekday evenings with a practicum course (NUR 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses needed to complete the BSN degree, and the number of credits transferred from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend College. Students interested in pursuing the nursing major should consult with BSN admissions staff in the Adult and Graduate Admissions Office for program planning. Departmental Honors Admission to the honors major requires: a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Note regarding Latin honors: To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of fourteen traditionally graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/ N by the department will not be counted, nor will “N” grades). For further information, see the Latin honors section on page 61. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg College, admission to the nursing major requires the following: • Completed application • Cumulative GPA of 2.5 or higher in the basic nursing program • Unencumbered RN license – must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major • Evidence of HIPAA training • Up-to-date immunization records • Federal criminal background check Special conditions: • Students may be provisionally admitted to the bachelor of science in nursing program at Augsburg due to a cumulative GPA of less than 2.50 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg. • Students may apply to Augsburg College prior to completion of their degree program provided all admission requirements are met prior to enrolling at Augsburg. Credit for Previous Nursing Courses Registered Nurses (RNs) transferring into Augsburg College’s BSN Completion program will be granted six (6) course credits (24 semester credit hours) in recognition of their previous lower division 326 nursing coursework if the following standards are met: • Prior nursing education in the United States is taken in an Associate Degree in Nursing (ADN) program or a Diploma in Nursing program. Both must be a state board-approved program. • Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Service (WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Students who change their major and transfer out of the B.S. in Nursing completion program will lose the six-credit block grant and their transfer credit evaluation will be reassessed. The six credit block grant will be applied toward a Bachelor of Science degree in Nursing only. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a nursing degree. Nursing courses at Augsburg are available evenings and weekends. Nursing classes usually meet on alternate weekday evenings for four-hour time blocks. Clinical practicum requirements usually occur on weekdays. Optional immersion practicums abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the baccalaureate at the Minneapolis campus and in Rochester, Minn. Nursing Courses NUR 300 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment, ENL 111 or 112 or HON 111.) NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. 327 (Prereq.: NUR 300 or concurrent enrollment.) NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or consent of instructor.) NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq.: Math Placement 3 or MAT 105, completion of NUR 300-level courses.) NUR 411 Community Health Nursing II * Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq.: NUR 410) NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300 level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) Note: If NUR 411 is not taken immediately following NUR 410, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and 48 clinical practicum hours. 328 Philosophy—PHI Philosophy is in an important sense the most fundamental of the disciplines. All of the sciences and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, religious ministry, or journalism. Philosophy Faculty Markus Führer (Chair), David Apolloni Degree and Major Requirements Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th Century Philosophy PHI 344 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Philosophy In addition to a major and minor in philosophy, the philosophy department also offers a crossdisciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical 329 background for those wishing to pursue graduate study in philosophy. See Computer Science for course listing. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. Philosophy Courses PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. (Prereq.: Pass CT assessment of GST 100) PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. We begin by asking what the end or purpose of human life is, students then learn about the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. (Prereq.: MPG3 and pass CT assessment or GST 100) PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the 330 nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Prereq.: ENL 111 or 112 or HON 111. Suggested prior course: PHI 241. Spring) PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. (Prereq.: Pass CT assessment or GST 100) PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century Idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) PHI 344 History of Philosophy IV: 20th-21st Century Philosophy The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and post-modern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? (Prereq.: Pass CT assessement or GST 100) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of knowing, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. 331 The course examines what it means to be a being-in-the-world and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 388 Seminar in Philosophy This course focuses on one philosopher, one philosophical writing, and/or on one topic in philosophy. Students work on preparing an in-depth thesis paper on some aspect of the course through discussion of the course material. Short lectures are used to introduce students to the material followed by discussion and debate to move students into the depths of the material. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor, and ENL 111 or 112 or HON 111. Offered annually) PHI 490 Keystone This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Internships and Independent Study Courses PHI 199 Internship PHI 299 Directed Study PHI 399 Internship PHI 499 Independent Study/Research 332 Physical Education See listing under Health, Physical Education, and Exercise Science. 333 Physics—PHY Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for nonscience students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the pre-engineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, David Murr, Ben Stottrup, David Venne, Kevin Landmark Physics Research Staff Jennifer Posch Degree and Major Requirements Bachelor of Arts Major 334 Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics or MAT 245, 369 Calculus III and Modeling and Differential Equations in Biological and Natural Sciences Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing the following course: S: COM 111, COM 115, or MAT 201 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245 Calculus III, PHY 327 Special Functions of Mathematical Physics or MAT 245, 369 Calculus III and Modeling and Differential Equations in Biological and Natural Sciences Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. 335 The graduation skill in Speaking (S) is met by completing the following course: S: COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Physics Major With Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Physics Courses PHY 101 Introductory Astronomy 336 A descriptive course covering our solar system, stars, and galaxies. In addition the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theatre. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one threehour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111 or 112 or HON 111, MAT 146 or concurrent registration. Spring) 337 PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: crosslisted with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY 327, and pass CT assessment or GST 100. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 369 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation 338 based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 369 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor and ENL 111 or 112 or HON 111. Fall) PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor, and ENL 111 or 112 or HON 111. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses PHY 199 Internship PHY 299 Directed Study PHY 399 Internship PHY 499 Independent Study/Research Open to juniors and seniors with departmental approval. 339 340 Political Science—POL Students studying political science at Augsburg College are provided with the intellectual tools for understanding and taking effective action in regard to the pressing political issues of the day. The role and significance of authority and power in human affairs establish the focus of political science. Augsburg political science students have the benefit of experienced faculty that teach courses in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic politics, urban and environmental politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Grounded in the diverse and international community around our college, the department directly engages the world and issues around us. Political scientists use systematic inquiry and analysis to shed light on the dynamics of a whole range of phenomena, including elections, wars, poverty, human rights, regime change, and migration. Our majors explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, our students are encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political sciene, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Joseph Underhill (Chair), Andrew Aoki, Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan Degree and Major Requirements Political Science Major Ten courses: POL 158 POL 483 POL 484 Political Patterns and Processes Political/Statistics/Methodology Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also at least five other upper division courses in four out of five political science areas. A seminar 341 in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also one other political science course in any area, upper or lower division. The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: S: POL 325, POL 326, or POL 380 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science Major: 11 courses required Specific Required Courses — six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives—five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science Major: 11 courses required. Six Specific Courses: ECO 112 or 113 POL 121 or 122 POL 325 OR 326 POL 399 (internship must be approved by political science adviser) ECO 490, POL 483, or SOC 362 (only one can be used for this requirement) POL 484 One Course from the Following: POL 121 POL 122 POL 124 342 POL 140 POL 158 POL 160 POL 170 Four Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 370 POL 371 POL 381 POL 421 POL 461 ECO 312, 313, 413 (only one of these can be used for this requirement) SOC 381 Notes 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. 4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses required in Section III. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upper-division courses in three out of five political science areas. POL 483 may not usually be used for a minor. Pre-Law Minor: six courses required Four Required Courses: POL 121 POL170 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) 343 PHI 230 COM 111 Two Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor: Six courses required Three Specific Courses: POL 121 or 122. POL 325 OR 326 POL 399 (internship must be approved by adviser) Three Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 381 POL 421 POL 461 ECO 312, 313, or 413 SOC 381 Notes 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking 344 ECO 313 Intermediate Microeconomics One other upper division economics course Education Courses: EDC 200 ESE 310 Orientation to Education (required for licensure) 5-12 Methods: Social Studies — Capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. Political science Courses I. American Government and Politics POL 121 American Government and Politics Surveys major parts of American national government—including Congress, the presidency, and the courts—as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes 10-day canoe trip down the river to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change 345 Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) II. Comparative Politics and Analysis POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) 346 POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) III. International Politics POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 368 Model United Nations This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. (Prereq.: POL 160 or equivalent and consent of instructor.) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decisionmaking, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence and ENL 111 or 112 or HON 111) IV. Public Law POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system 347 in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. Political Theory and Analysis POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor and ENL 111 or 112 or HON 111) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158 and two upper division courses, or consent of instructor) VI. Seminars, Independent Study, and Internships POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) 348 POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. (Prereq.: MPG 3) POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses POL 199 Internship P/N grading unless internship supervisor grants exception. POL 299 Directed Study POL 399 Internship POL 499 Independent Study/Research 349 Psychology—PSY Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/ organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty David Matz (Chair), Grace Dyrud, Stacy Freiheit, Bridget Robinson-Riegler, Nancy Steblay, Henry Yoon Degree and Major Requirements Major The major is 10 courses. Foundations of Psychology PSY 105 PSY 215 PSY 315 Principles of Psychology Research Methods and Statistics I Research Methods and Statistics II At least one course from the following: PSY 325 PSY 354 PSY 355 Social Behavior Cognitive Psychology Biopsychology At least one course from the following: PSY 491 PSY 493 Advanced Research Seminar Seminar: Contemporary Issues Professional Perspectives PSY 400 Keystone Internship At least one course from the following: 350 PSY 201 PSY 235 PSY 263 PSY 357 PSY 359 PSY 373 PSY 385 PSY 410 Health Psychology Psychology and Law Sports Psychology Behavioral Analysis Assessment Industrial/Organizational Psychology Counseling Psychology Clinical Neuropsychology Electives (three courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be counted. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an adviser in the psychology department. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Concentration in Clinical Psychology The clinical psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a real-world mental health setting. See the department chair for specific requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas — research, clinical practice, public policy, and teaching/training among them — from a variety of orientations within the field of psychology, such as 351 developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County Courts. See department chair for specific requirements. Concentration in Social Psychology Both the sociology and psychology departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See department chair for specific requirements. Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be counted. Psychology Courses PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods and Statistics I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status; pass CT assessment or GST 100) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. (Prereq.: PSY 105) PSY 250 Child Development 352 Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq.: PSY 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. (Prereq.: PSY 105) PSY 315 Research Methods and Statistics II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher and ENL 111 or 112 or HON 111) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215, or PSY 105 with consent of instructor) 353 PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem-solving, decisionmaking, and language. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, personality, normal and altered states of consciousness. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215 or PSY 105 with consent of instructor and ENL 111 or 112 or HON 111) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq.: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include: the individual, group and organizational structure/process and change. (Prereq.: PSY 105) PSY 381 Historical Perspectives Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 385 Counseling Psychology Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 390 Special Topics in Psychology Specific topic will be published prior to registration; e.g., Individual Differences, Evolutionary Psychology. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 400 Keystone Internship Students work 80 hours at an internship site of their choosing and attend weekly (or weekend) class sessions. A series of papers/assignments address career and personal 354 goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an offcampus internship to satisfy the Augsburg Experience requirement. (Prereq.: PSY 315) PSY 410 Clinical Neuropsychology The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psycho-logical viewpoint. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses PSY 199 Internship (Prereq.: PSY 105 and one other psychology course) PSY 299 Directed study (Prereq.: PSY 105) PSY 399/396 Internship PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. (Prereq.: PSY 315 and ENL 111 or 112 or HON 111) PSY 499 Independent Study/Research (Prereq.: PSY 315) 355 Religion, Youth and Family Ministry—REL, YFM In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own religious beliefs and those of their neighbors, gain a broader view of the role of faith in public life, and better understand our global context. As an academic discipline, religion probes many of life’s critical questions: • Who are we as human beings and where did we come from? • Why do bad things happen? • How can we live meaningful lives? • What happens after we die? • How do our values shape our choices? • What is our responsibility to others? • What texts are sacred and how should we read them? • How can we encourage cooperation and respect among people of different faiths? Students begin their search for meaning in the AugCore courses REL 100, 200, or 300. Here they learn to articulate their own beliefs and understand that what they believe really matters. Students engage in a close reading of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social issues. They also explore their own gifts and how they might be used in service of the broader community as they pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in religion, which offers a wide range of courses in theology, biblical studies, and world religions. As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in dialog with Christians from all denominations, with people who practice other faith traditions, and with those who claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and learn from one another and to think critically about matters of faith and reason in our lives together. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma, Karl Jacobson, Matthew Maruggi, Jeremy Myers General Requirements Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. 356 Graduation Requirements Courses designated REL and YFM are offered by the religion department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. 357 Religion—REL A religion major provides a strong foundation in the liberal arts and prepares students for professional work and graduate studies in a wide range of fields. Since the major requires only eight courses, students are encouraged to double-major in a related field. Students considering seminary should attend two Bible courses, and one course in theology or church history. Students planning on graduate studies in Religion ought to complete one Bible course, a world religions course, and the Philosophy of Religion course. A religion major also provides strong preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The major prepares students to think critically, read analytically, write clearly, and speak confidently, skills that make our graduates attractive to graduate schools. Degree and Major Requirements Bachelor of Arts Religion Major Eight courses including: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major S: REL 302, 386 or consult with your adviser for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 Transfer students must consult a Religion adviser about potential adjustments to their course requirements to fulfill each of these skills. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in youth and family ministry (YFM) may count toward the religion major or minor. 358 Religion Courses REL 100 Christian Vocation and the Search for Meaning I This introductory course examines how people of faith—Jewish, Christian, and Muslim— understand their faith and live out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 260 Self, Sex, and Sin in Christian and Modern Thought We face complex question about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex,and sin. Prerequisites REL 100 and 200 or 300. REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. 359 REL 301 Interpreting the Old Testament An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and pass CT assessment or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. REL 324 Liberationist, Feminist, Queer & Postcolonial Theologies in Latin America Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. (Taught only in Mexico) REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Finding Your Religion/Spirituality A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. 360 REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Martin Luther and the Reformation An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between theology and social/political transformation. (Prereq.: Pass CT assessment or GST 100) REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 378 Medieval Church (See description under HIS 378) REL 383 Process Theology Influences of the relational world view of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. 361 REL 405 Christensen Scholar Seminar I (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. REL 406 Christensen Scholar Seminar II (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and pass CT assessment or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: some majors, including REL, may still require a particular keystone course in that discipline.) REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 483 Christian Ethics The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both 362 individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: REL 210 and ENL 111 or 112 or HON 111) Internships and Independent Study Courses REL 199 Internship Limited to special cases. REL 299 Directed Study REL 399 Internship REL 499 Independent Study/Research For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society 363 Youth and Family Ministry—YFM Youth and Family Ministry Major In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site field work. A youth and family ministry minor is also offered. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Course Maximums A student majoring in YFM may take apply up to 15 courses from the religion department toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL 300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course or the Christensen Scholar Seminar. Associate in Ministry (A.I.M.) Course work completed with the major fulfills part of the requirements for Associate in Ministry (A.I.M.) status within the Evangelical Lutheran Church in America. Students interested in A.I.M. certification should consult with their home synod and with a YFM adviser no later than their second year. Youth and Family Ministry Major Fourteen courses including: Theology core (6 courses): REL 210 REL 301 REL 302 REL 362 REL 481 REL 495 Research Methods in Religion Interpreting the Old Testament Interpreting the New Testament Martin Luther and the Reformation Contemporary Theology Religion Keystone Youth and family ministry core (4 courses): 364 YFM 208 YFM 209 YFM 235 YFM 305 YFM 358 YFM 399 Vocational Formation I [required non-credit experience] Vocational Formation II [required non-credit experience] Foundations for Ministry with Youth and Families Ministry Practices Life and Work of the Church Internship Youth and family ministry electives (2 courses): YFM 205 Exploring Topics in Youth and Family Ministry (students will choose two topics courses from a list of 0.5 credit courses) One REL or YFM course from the following list: YFM 232 YFM 316 REL 343 REL 345 REL 353 REL 356 REL 357 REL 425 Peer Ministry Church and Culture in Context Theology of Marriage and Family The Lutheran Heritage (required for A.I.M. certification) Denominations and Religious Groups in America World Religions Giants of Christian Faith Christian Spiritual Practices And three supporting courses: SOC 231 Family Systems: A Cross-Cultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following five courses: YFM 235 Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 YFM 358 Ministry Practices Life and Work of the Church One Bible survey course from: REL 301 REL 302 Interpreting the Old Testament Interpreting the New Testament One theology course from: REL 362 Theology of the Reformers REL 481 Contemporary Theology and one course from the theology core, YFM core, or YFM electives as listed in the major. 365 Youth and Family Ministry Courses REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course) Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as Outdoor Ministry, Service Learning, Program Administration and Planning, Youth Culture and Religion, Communications, Media, Music and Ministry, and Ministry with Youth on the Margins. YFM 208 Vocational Formation I (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. YFM 209 Vocational Formation II (.0 course) A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. (Prereq.: YFM 208) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Foundations for Ministry with Youth and Families An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. YFM 305 Ministry Practices This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. (Prereq.: YFM 235) YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations 366 in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. YFM 358 Life and Work of the Church This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “post-modern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235) YFM 399 Internship The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. (Prereq.: YFM 235 and YFM 305 or 358) 367 Social Studies Teaching Licensure Students preparing to teach social studies at the secondary level must complete, in addition to the professional requirements to be met within the Department of Education, a program designed to provide a broad foundation in the social sciences. Coordinators Don Gustafson, degree-seeking students. Anne Kaufman, licensure only and MAE graduate students. Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics ESE 220 Introduction to Human Geography America to 1815 HIS 120 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society ANT 141 Cultural Anthropology Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Anne Kaufman for details. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. 368 Social Work—SWK Students in social work are preparing to engage in professional practice with individuals, families, groups, communities, and organizations. Students learn to become skilled at designing change strategies with clients that promote individual change, social justice, and empowerment. The curriculum includes classroom instruction, agency practicum, social work skills development, history of social work and social welfare in the United States, analysis of social welfare policy, and social science research. In and out of the classroom, students study privilege and oppression and engage with diverse communities. In the end, our students are prepared to practice in multi-cultural settings. Those graduating with a social work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the baccalaureate and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” One example of this motto in action is the extensive service learning and practica assignments embedded in the social work curriculum. Students begin service learning early in their major and engage in over 400 hours of agency based training, supervised by licensed social workers. The Twin Cities offers a variety of innovative and professional programs and agencies. Students are encouraged to train with and learn from these local, regional, and national leaders in social work. Social Work Faculty Nancy Rodenberg (Chair), Anthony Bibus, Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director) Mauricio Cifuentes, Ankita Deka, Christina Erickson (Field Education Coordinator), Annette Gerten (BSW Field Coordinator), Melissa Hensley, Kelly Abel Knochel, Barbara Lehmann (BSW Program Director), Terrence Lewis, Glenda Dewberry Rooney, Michael Schock, Maryann Syers Degree and Major Requirements The Bachelor of Science degree consists of ten upper level courses and a total of seven supporting courses. Social work courses that are open to non-majors are designated with an asterisk. The Supporting Courses Select one of these three courses: SWK 100 SWK 210 SWK 230 Introduction to Professional Social Work* Environmental Justice and Social Change* Global Peace and Social Development* Select one of these four courses: ECO 112 POL 121 Principles of Macroeconomics American Government and Politics 369 POL 122 POL 325 Metropolitan Complex Politics and Public Policy Take these four courses: BIO 121 PSY 105 SOC 121 SWK 280 Human Biology and Lab Principles of Psychology Introduction to Human Society Diversity and Inequality in Professional Practice* Select one of these two courses: SOC 362 MAT 163 Statistical Analysis Introductory Statistics GPA Requirements for degree completion The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program a minimum grade of 2.0 is required for each upper level course and a 2.00 cumulative GPA is required in the supporting program. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and ECO 112, MAT 163, or SOC 362. Pass/No Credit Maximums for Majors All social work majors must take their upper level courses with traditional grading. Social work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation, as are other majors. Students seeking Latin and Department Honors may only take two P/N credits. (See Latin Honors for additional details.) Major Courses Ten upper level courses: SWK 301 SWK 303 SWK 306 SWK 307 SWK 316 SWK 317 SWK 401 SWK 406 SWK 407 SWK 417 History and Analysis of Social Policy* Human Development and the Social Environment* Social Work Practice 1: With Individuals Field Work 1: Integrative Seminar Social Work Practice 2: With Families and Groups Field Work 2: Integrative Seminar Social Work Research and Evaluation Social Work Practice 3: With Communities and Policies* Field Work 3: Integrative Seminar Field Work 4: Integrative Seminar Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to incorporate some social welfare perspectives to their chosen career. 370 Six courses including: SWK 100 SWK 303 SWK 301 SWK 406 SOC 265 Introduction to Professional Social Work Human Development and the Social Environment History and Analysis of Social Policy Social Work Practice 3: With Communities and Polices Race, Class and Gender And one course from: POL 121 POL 158 POL 325 American Government and Politics Political Patterns and Processes Politics and Public Policy No credit for non-academic work In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Admission to the Major Students must apply to be admitted to the degree program in social work. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The candidacy application is completed in the spring term of the sophomore year or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the social work program before beginning the first field practicum in the junior year. Social work majors must have a cumulative 2.20 GPA to enter the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may subsequently be considered for conditional admission. Admission to the program is required as a prerequisite for those 300 and 400 level courses restricted to social work majors only. Contact the Social Work Department for details. Departmental Honors The Social Work Department offers students the opportunity to earn Departmental Honors through the completion of an applied or scholarly project. Students may apply for Departmental Honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/ N (pass/no credit) and must complete a minimum of 14 traditionally graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with your adviser or program director for complete details and deadlines. Social Work Courses Social Work Entry Level Courses and SWK 280 The social work major offers three ways to begin the B.S. degree: SWK 100 is for those students interested in the profession, SWK 210 is for students more interested in policy and advocacy, and SWK 230 is for students interested in international social work and global issues. All three courses are equal as introductions to the major. 371 All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency, program or institution. The placement is selected by the student, approved by the course instructor, and supervised by agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK 280 that is to be taken after the entry level courses. SWK 100 Introduction to Professional Social Work This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. SWK 210 Environmental Justice and Social Change This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Course Sequence and Concurrency Social work upper level courses are taught in a two-year sequence. Courses are taught once a year. The following courses must be taken together during the same term (as indicated): SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing and pass CT assessment or GST 100) [Fall] SWK 303 Human Development and the Social Environment Students will focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction between individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth 372 to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, and differing physical or mental abilities, and the relationship between diverse statuses and the social environment. [Fall] SWK 306 Social Work Practice 1: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. (Coreq.: SWK 307) SWK 307 Field Work 1: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a fullyear field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (Coreq.: SWK 306) [Fall] SWK 316 Social Work Practice 2: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. (Prereq.: SWK 306, 307, and ENL 111 or 112 or HON 111. Coreq.: SWK 317) [Spring] SWK 317 Field Work 2: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (Coreq.: SWK 316) [Spring] SWK 406 Social Work Practice 3: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Coreq.: SWK 407) [Fall] SWK 407 Field Work 3: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (Coreq.: SWK 406) [Fall] SWK 401 Social Work Research and Evaluation 373 This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. (Prereq.: MAT 163 or SOC 362, and MPG 3) [Spring] SWK 417 Field Work 4: Integrative Seminar This course is the Social Work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. [Spring] Internships and Independent Study Courses SWK 199 Internship SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study SWK 399 Internship SWK 499 Independent Study/Research 374 Sociology—SOC Sociology is the scientific study of society and of human social organization in groups. The sociological perspective provides a way to better understand the social world and how human beings come to think and act as they do. The goal of the department is to guide students in gaining knowledge of the social order, an understanding of how it affects them in their daily lives, and how it can be applied to their careers. Sociology majors develop a critical understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. Students are encouraged to select study abroad, internships, independent study, and field studies as electives. The department urges students to use Augsburg’s metropolitan setting as a laboratory for learning. Internships and service learning enable majors to apply the theories and research skills of sociology while they explore career alternatives. Augsburg alumni who have majored in sociology are currently employed in research, law, management, and human resources departments of both government and private corporations, in the criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as the ministry, social work, urban planning, and human services. Sociology Faculty Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James VelaMcConnell Degree and Major Requirements Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to choose courses that add other skills related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core major: SOC 121 SOC 362 SOC 363 SOC 485 SOC 490 Introduction to Human Society Statistical Analysis Research Methods Sociological Theory Senior Seminar 375 At least three of the following upper-division courses (Prereq.: SOC 121): SOC 320 SOC 349 SOC 375 SOC 377 SOC 381 SOC 387 SOC 390 SOC 399 Sociology of Law Sociology of Organizations Social Psychology Organizational Crime and Deviance City and Metro-Urban Planning Juvenile Delinquency Social Problems Analysis Internship Two additional sociology electives Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the major. The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers Interest Tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor and following the guidelines and recommendations provided at the links below, sociology majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an Interest Track should discuss this with their adviser or the Sociology Department Chair. A full description of each Interest Track may be found at the Sociology Department website http://www.augsburg.edu/sociology/. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. 376 Sociology courses SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and ideological forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring this theme. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 222 Office Space: The Sociology of Work Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall) SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required. Fall, spring) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 266 Sociology of Sexualities What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially 377 constructed. (Spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. SOC 290 Cultures of Violence Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. (Fall) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or consent of instructor) SOC 320 Sociology of Law How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 349 Sociology of Organizations What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. (Prereq.: SOC 121 or consent of instructor, pass CT assessment or GST 100, and ENL 111 or 112 or HON 111. Spring) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall/Spring) SOC 363 Research Methods Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor and ENL 111 or 112 or HON 111. Fall/Spring) SOC 375 Social Psychology How does society construct the individual? How does the individual construct society? This course examines individual identity within the social context of symbolic interaction. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 377 Organizational Crime and Deviance 378 The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate years.) SOC 381 The City and Metro-Urban Planning Emphasis centers on alternative theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 111 or 121 or consent of instructor. Spring) SOC 387 Juvenile Delinquency Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Spring of alternate years) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq.: SOC 121 or consent of instructor. Spring of alternate years) SOC 485 Sociological Theory An examination of the classical theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two upper division courses in sociology, SOC 121 or consent of instructor, and pass CT assessment or GST 100. Fall) SOC 490 Senior Seminar and Keystone This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the value of sociology beyond college, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Prereq.: SOC 485. Spring) Internships and Independent Study Courses SOC 199 Internship SOC 299 Directed Study SOC 399 Internship SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 111 or 121 and/ or consent of instructor. Fall and Spring) 379 SOC 499 Independent Study/Research (Prereq.: SOC 121, consent of instructor and department chair. Fall and Spring) 380 Spanish See listing under Languages and Cross-cultural Studies. 381 Theatre Arts—THR The study of theatre is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including communication, art, music, history, English, literature, business, philosophy, and religion. Both the curriculum and dramatic productions by the Theatre Arts Department offer valuable cross-disciplinary connections for the campus while also providing a solid base in classical, modern, contemporary, and multicultural theatre. Augsburg’s location in the heart of a major theatre center makes it an ideal place to study theatre. At Augsburg we seek to create every opportunity for students to grow both as theatre artists and scholars by encouraging connections between our campus and the greater arts community, while also exploring connections between theory and application. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theatre professionals from the Twin Cities community who work closely with students), and attendance at numerous professional productions in the Twin Cities. Augsburg theatre productions are treated as unique learning laboratories where students can enter into creative collaboration with faculty and professional artists-in-residence. In addition to theatre training, students in theatre arts learn valuable skills applicable to other professions: collaboration, verbal and non-verbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theatre arts can help prepare students for successful careers in law, education, business, communication, and journalism, as well as prepare theatre students for careers in professional or academic theatre, television, and film. In order to prepare students for graduate school or the workplace, the department encourages a second major or minor in such fields as art, English, education, film, music, history, sociology, or religion. Theatre Arts Faculty Darcey Engen (Chair), Michael Burden (Production Program Director), Martha Johnson, Sarah Myers, David DeBlieck, Karen Mulhausen, Sandy Schulte, Warren C. Bowles, Randy Winkler Degree and Major Requirements Bachelor of Arts The Theatre Arts Department currently has three concentrations within the major: performance, directing/dramaturgy, and theatre design/technical theatre. Each concentration consists of the Theatre Core Curriculum supplemented by electives specific to each concentration. Graduation Skills for Each Concentration The theatre arts department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking, Writing, and Speaking. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145, MAT 146, or PHY 119. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Theatre Arts Major 382 Eight core courses for each concentration: THR 228 THR 232 THR 245 THR 250 THR 328 THR 361 THR 362 THR 366 Introduction to Stagecraft Acting Introduction to Asian and Asian American Theatre Script Analysis: Foundations of Theatre Theatrical Design Theatre History and Criticism I Theatre History and Criticism II Stage Direction Performance Concentration This concentration within the Theatre curriculum is designed to serve students hoping to pursue graduate studies in Theatre (M.A./Ph.D. and M.F.A.) and/or professional work as performers. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the performance concentration are encouraged to consult with their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional Internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses — eight required core courses and two courses chosen from THR Performance Concentration electives, plus 10 theatre practicum units taken as THP courses. Two electives from: THR 226 Movement for the Theatre THR 350 Voice for Speech, Stage, and Screen THR 365 Advanced Acting Ten production practicum units (THP)— See Practicum Units Directing/Dramaturgy Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies in theatre (MA/PhD and MFA) and/or professional work as a director or dramaturg. Students choosing this concentration will enroll in the eight core theatre major courses taken by all theatre majors and will supplement the core with courses identified as concentration specific electives. Students in the Directing/Dramaturgy concentration are encouraged to consult with their adviser when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Ten THR courses--eight required core courses and two electives chosen from two categories of courses Plus 10 theatre practicum units taken as THP. Electives: Select and complete one (1) of the following courses: ENL 330 Shakespeare 383 ENL 338 ENL 358 ENL 368 NAS 352 Readings in British and Commonwealth Drama Readings in American Drama Readings in World Drama Modern Nordic Drama Select and complete one (1) of the following courses: THR/ENL 325 Playwriting ENL 221 Expository Writing about the Arts and Popular Culture Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one Main-Stage Show Technical Design/Technology Concentration This concentration within the theatre curriculum is designed to serve students hoping to pursue graduate studies in theatre (MA/PhD and MFA) and/or professional work as a theatre designer or technician. Students choosing this concentration will enroll in the eight core theatre major classes taken by all theatre majors and will supplement the core with at least two electives from the Art Department. Students in the emphasis are strongly encouraged to also take an Independent Study in their area of focus and to do a professional internship at a local Twin Cities theatre. To fulfill this concentration: Ten THR courses--eight required core courses and two electives chosen from ART electives, plus 10 theatre practicum units taken as THP. One Elective from: ART 107 Drawing THR/ART 265 Computer Drafting for Theatre and Architecture THR/FLM 230 Scene Painting One Elective from: ART 240 Art History Survey ART 243 or 244 History of Architecture Optional Supporting Courses THR 299 THR 399 THR 499 Directed Study Internship Independent Study in Theatre Curricular Planning Information First-years planning to major in theatre arts should begin with courses THR 228, 232, or 250; sophomores: THR 226, 228, 245, 361, 362; juniors: THR 325, 328, 350, 360, 361, or 365; seniors THR 365, 366. Note: Some courses are offered alternate years only. Incoming students should meet in the fall of the first year with a theatre adviser to ensure proper sequence of classes to be taken based on odd or even year of entry. Departmental Honors 384 Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Honors majors must maintain a 3.75 GPA in the major and a 3.50 GPA overall and, as part of their major, complete a substantial independent project of honors quality (THR 499). Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project. Transfer Students Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of theatre core classes should however be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper division theatre arts courses. Ten practicum units are also required, five of which need to be completed within the department. Transfers must also complete a minimum of five THP credits within the department. No more than five units can be credits from other schools. Theatre Arts Minor Five courses including: THR 250 Script Analysis: Foundations of Theatre THR 228 Introduction to Stagecraft or THR 328 Theatrical Design THR 232 Acting THR 362 Theatre History Criticism II THR 366 Stage Direction The theatre arts minors also must complete five practicum units. Students must take a minimum of one performance unit and a minimum of three production units. Refer to the practicum categories listed below the curriculum concentrations. Theatre History and Criticism Dramaturgy Minor Five courses: THR 250 Script Analysis: Foundations of Theatre THR 325 Playwriting THR 361 Theatre History Criticism I THR 362 Theatre History Criticism II THR 299 Directed Study in Dramaturgy or THR 299 Directed Study in Theatre History and Critcism Theatre Arts Courses THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports 385 requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for non-majors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Students will be required to pay for theatre production tickets. FLM 216 Film Production I This course demonstrates the basics of 16 mm filmmaking. The student will make short films that demonstrate the art and process of shooting in B/W. THR 222 Introduction to Theatre Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. THR 226 Movement for the Theatre A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 Introduction to Stagecraft An introduction to the backstage world of the theatre; its organization, crafts, and creative processes. Students will execute practical projects, attend theatre tours, see professional productions, and participate on the theatre department’s fall production. Open to all students. Forty-hour lab requirement. THR/FLM 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a Scenic Artist and what role the Scenic Artist plays in artistry of theatre and film. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in a final performance. Students attend and review local professional productions. THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to on-camera 386 effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theatre An interdisciplinary approach to the topic using music and theatre techniques to develop the student’s basic skills of music theatre. Concepts of diverse music-theatre forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years) THR 245 Introduction to Asian and Asian American Theatre A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asia and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theatre productions required. Students will be required to pay for theatre production tickets. THR 250 Script Analysis: Foundations of Theatre This foundations class focuses on major principles and fundamentals of theatre literary analysis and research and uses performance, discussion, writing, and projects as ways to interpret a dramatic script for academic and artistic applications. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply basic terminology for literary and artistic purposes. THR/ART 265 Computer Drafting for the Stage and Architecture Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. THR 270 Black Theatre Introduction to Black Theatre is an examination of the principles, major movements, and fundamentals of theatre by and about Black Americans. It examines the historical, political, and cultural context of Black Theater. This course will focus on and provide an overview of Black Theatre utilizing plays written by Black American playwrights. FLM 312 Film Production II The focus of this course builds on the lessons learned in COM 216 and adds the study of color photography and sound design. Though exercises and assignments the student will develop skills in scripting, shooting, and editing short films. (Prereq.: FLM 216) THR/ENL 325 Playwriting An introductory course in writing for theatre and performance. Students will learn the basics of dramatic structure, character development, and theatrical languages as well as techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 or 112 or HON 111, and junior or senior standing, or consent of theatre department chair. THR 250 or ENL 226 recommended. Alternate years) THR 328 Theatrical Design 387 Introduction to the design process for the stage. Each student will execute four design projects using a research based design process. Class will take theatre tours, host visiting artists, and have a practical involvement in two Augsburg College productions. Forty-hour lab required, materials needed. (Prereq: junior or senior status) THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 361 Theatre History and Criticism I An overview of theatre history, dramatic literature, and criticism from the classical Greek through the French Neoclassical period. Reading of plays, writing a research paper, and attendance at local theatre productions are required. Need not be taken sequentially with THR 362. (Prereq.: THR 250 and ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theatre History and Criticism II An overview of theatre history, dramatic literature, and criticism from the English Restoration through contemporary performance. Readings of plays and attendance at local theatre productions are required. Need not be taken sequentially with THR 361. (Prereq: THR 250 and ENL 111 or 112 or HON 111. Fall: alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French neoclassicism, restoration comedy, realism, and non-realism), culminating in a public recital. (Prereq.: THR 250, THR 232, THR 362 or consent of instructor, and pass CT assessment or GST 100. Fall/Spring) THR 366 Stage Direction A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362 and junior or senior standing) FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. (Prereq.: ENL 241 and junior/senior standing) THR 495 Theatre Topics 388 Selected topics in theatre. Internships and Independent Study Courses THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. THR 299 Directed Study See description on page 65. THR 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) on page 64. THR 499 Independent Study/Research See description on page 65. Theatre Practicum Courses THP courses involve practicum teaching and learning in the context of play productions and are required for the theatre arts major/minor. All THP theatre practicum courses are taken for noncredit with Pass/No Pass grading. Evaluation by the faculty mentor will be based on: 1. successful and timely completion of practicum area for which student is registered; 2. positive and professional attitude and work ethic demonstrated by the student; and 3. demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent and signature of instructor • Supervision by theatre faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the registrar’s office Please note: • All majors will complete at least one THP 123 unit in costumes. • All majors will complete one THP 113 in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 count as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Five practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous theatre adviser. Theatre Practicum Courses–Areas 389 All theatre arts majors in all concentrations are required to complete 10 practicum units (THP) from the three established units. Area One: Performance THP 111/121/131/141/151 Theatre Practicum: Acting/Performance 1 Practicum unit (.0 course) Participation as performer (or as orchestra member) in a main stage theatrical production; in a main stage dance performance or recital (for dance/licensure majors only); or substantial participation as an actor in a senior directing project, in final scenes for Stage Direction (THR 366), or in interpretive presentations at two Forensics tournaments (at least 30 hours coaching and competition). Area 1 Performance Each major will complete between one and five THPs from the performance area. The Performance Area THPs are: THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area Two: Production THP 113/123/133 Theatre Practicum: Set, Costumes, Lights 1 Practicum unit (.0 course) Set or costume building, light hanging, for main stage production. THP 114/124/134 Theatre Practicum: Running Crew 1 Practicum unit (.0 course) Work on running crew for main stage production: light or sound board operation, dresser/ costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theatre Practicum: Stage Management–small project 2 Practicum units (.0 course) Assistant stage management for main stage production. THP 116/126/136 Theatre Practicum: Stage Management–large project 3 Practicum units (.0 course) Stage management for main stage production. Area 2 Production Each major will complete between four and eight THPs from the performance area. The Production Area THPs are: 390 THP 112, 122 or 132 House Management THP 113, 123 or 133 Set, Lights, Costumes Crew THP 114, 124 or 134 Running Crew THP 115, 125 or 135 Assistant Stage Manager THP 116, 126 or 136 Stage Manager THP 115, THP 125 and THP 135 Stage Manager–small project counts as two units THP 116 ,THP 126 and THP 136 Stage Manager–large project counts as three units. Area Three: Artistic/Production Management THP 117/127/137 Theatre Practicum: Artistic Assistance 1 Practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main stage production), or a substantial arts management project. Area 3 Artistic/Production Management Each major will complete one THP from this area. The Artistic/Production Management Area THPs are: THP 117 Fall Artistic/Production Assistance THP 127 Winter Artistic/Production Assistance THP 137 Spring Artistic/Production Assistance Please note that all theatre practicum courses count as one theatre practicum unit. 391 Women’s Studies—WST The women’s studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an intercollege program with course offerings at Augsburg College, Hamline University, the College of St. Catherine, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Jessica Nathanson (Coordinator), Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Sarah Combellick-Bidney, Cass Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include WST 201 Foundations in Women’s Studies, a mid-level course in feminist theory or feminist philosophy selected from an approved list, WST 485 (seminar), and WST 199 or WST 399 (internships). WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested students should speak with the WST Director. The remaining six electives are to be selected from approved women’s studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). The Speaking, Writing, and Critical Thinking graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minor in Women’s Studies 392 Five courses that must include WST 201; three electives, one of which must be upper division; and WST 485 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Minor or Concentration in Sexuality Studies (Women’s Studies Majors must take a Concentration, rather than a Minor, in Sexuality Studies). The five credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies WST 201 Foundations in Women’s Studies SOC 266 Sociology of Sexualities WST 305 Issues in Queer Studies Elective Courses in Sexuality Studies WST 281 Topics: Sexuality and Gender: A Global Perspective HPE 316 Human Sexuality WST 315 Margins as Center: Feminist Theory WST 281/481 Topics: GLBT Issues in a Global Context (in Mexico) Minor or Concentration in Global Women’s and Gender Studies (Women’s Studies Majors must take a Concentration, rather than a Minor, in Global Women’s and Gender Studies). The five credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and world views in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: WST 201 Foundations in Women’s Studies WST 315 Margins as Center: Feminist Theory POL 359 Topics: Women in Comparative Politics Elective Courses in Global Women’s and Gender Studies: WST 281 Topics: Sexuality and Gender: A Global Perspective WST 281/481 Topics: GLBT Issues in a Global Context (CGE) WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE) WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa WST 341 Globalization, Social Struggles and the Environment (CGE) WST 357 Mexican History, Culture and Cosmovision (CGE) WST 359 Women, Gender and Social Change in Latin America (CGE) WST 366 Liberationist, Feminist, Queer, & Postcolonial Theologies in Latin America (CGE) AIS 208/408 Native American Women and Film AIS 233 Women: A Cross-Cultural Perspective 393 AIS 305 Indigenous Issues of Central America AIS 320 American Indian Women ENL 365 Contemporary Post Colonial Fiction HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America/Women in Cross-Cultural Perspective Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in Women’s Studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that govern students from these institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. Women’s Studies Courses WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women in history,religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 Topics WST 281 Topics: Gender and Islam The course introduces students to the diversity and heterogeneity of gender relations in Muslim societies in the Arab World, Europe, Africa, North America, and South and SouthEast Asia. It traces Islam as a culturally lived experience, spanning from the local to the transnational. The course introduces students to feminist theoretical arguments from the Humanities and Social Sciences, and juxtaposes these to complex case studies from various locals in order to illuminate connections between Islam and rituals, ethnicities, gender, education, the media, travel, migration, citizenship, political commitments, and conflict and societal change. Concurrently the course aims to undo the many stereotypes about Islam, Muslim societies, and Muslim women. WST 281 Topics: Sexuality and Gender: A Global Perspective This course will explore global contemporary issues of sexuality and gender, examining social institutions and their impact on women's and men's experiences of gender and sexuality. The course will focus in depth on topics such as ritualized genital cutting; sex work and sex trafficking; sexual violence; disability and sexuality; maternal sexuality; and global LBGT movements. WST 281/481 Topics: Introduction to Men's Studies 394 This course will look through a feminist academic lens at men and masculinity, particularly in relation to such topics as boyhood, health, relationships, sexualities, and violence. WST 281/481 Topics: GLBT Issues in a Global Context. (CGE course; taught in Mexico). WST 305 Issues in Queer Studies A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local glbt/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Studies, Social Justice, Gender and the Environment) WST 315 Mid-Level Feminist Theory: Margins as Center This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts — including personal narratives, political statements, origin stories, and empirical studies — will be analyzed to highlight different theoretical approaches and multiple feminisms. WST 324 Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 335 Contemporary Latin American Women: Texts and Voices. This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women's experiences. (Prereq.: SPA 311. Taught in Mexico.) (CGE Course.) WST 341 Globalization, Social Struggles and the Environment (CGE Course. See International Studies, Migration and Globalization: Engaging Our Communities) WST 357 Mexican History, Culture and Cosmovision An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Additional readings and written assignments will be required for upper-division students. Taught on-site in Mexico through Center for Global Education. (Prereq.: 1 previous history course or consent of instructor required for 300-level course) WST 359 Women, Gender and Social Change in Latin America 395 (CGE Course. See International Studies, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and political responses to the disease are examined. (Augsburg Abroad course, Summer) WST 481 Topics in Women’s Studies WST 481 Topics: Research Methods This course will introduce students to interdisciplinary, qualitative research methods. We will explore the nature and ethics of the subject-researcher relationship and practice participant observation and interviewing skills. The final product of the course will be a completed research proposal. WST 485 Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. WST 490 Women’s Studies--Keystone (0.0 course) This course provides a Keystone component for all WST majors. (Prereq.: WST 201 and permission of insturctor) AIS 208/408 Native American Women and Film Beginning with issues of representation and a history of Hollywood's portrayal of Native American women as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women's roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. May be taken in conjunction with WST 490 or AIS 490. 396 AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women's roles over time and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq: ENL 111 or 112 or HON 111) ENL 365 Contemporary Post Colonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. (Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 367 Women and Fiction This course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. (Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) HIS 195/INS 233 HIS 282 Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America/Women in Cross-Cultural Perspective History of Women Since 1848 This course examines in comparative perspective women's changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, ethnic, and sexual differences among women. HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Prereq: HPE 110). POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. 397 POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. (Prereq: one course in Political Science or consent of instructor.) REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and subcultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds – race, ethnicity, class, gender, and sexuality – receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. SOC 266 Sociology of Sexualities What we mean by "sex" changes over time. During different historical time periods it's been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Internships and Independent Study Courses (Must be approved in writing by the women’s studies coordinator) WST 199 Internship WST 299 Directed Study WST 399 Internship WST 499 Independent Study/Research 398 Urban Studies See Metro-Urban Studies. 399 Youth and Family Ministry See listing under Religion. 400 Board of Regents For additional biographical detail, go to www.augsburg.edu/regents. Board of Regents Andra Adolfson Dan W. Anderson ‘65 Ann B. Ashton-Piper Mark A. Eustis Anthony L. Genia, Jr., ’85, M.D. Alexander J. Gonzalez ‘90 Michael R. Good ‘71 Norman R. Hagfors Jodi Harpstead Richard C. Hartnack Rev. Rolf Jacobson, Ph.D. Bishop Craig E. Johnson, ex-officio Ruth E. Johnson ’74, M.D. Eric J. Jolly, Ph.D. Cynthia G. Jones ’81, Ph.D. Dean Kennedy ‘75 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ‘68 Andre J. Lewis ’73, Ph.D. Jennifer H. Martin, Ed.D. Marie O. McNeff, Ed.D. Paul S. Mueller ’84, M.D. Lisa Novotny ‘80 Bishop Duane C. Pederson, ex-officio Paul C. Pribbenow, Ph.D. Stephen C. Sheppard Marshall S. Stanton, M.D. Philip Styrlund ‘79 Rev. David Tiede, Ph.D. Joan Volz ’68, J.D. Rev. Norman W. Wahl ’76, D.Min. Bonnie Wallace Rev. Mark Wilhelm, Ph.D., ex-officio 401 ELCA Program Unit for Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Program Director for Schools The Rev. Dr. Mark Wilhelm 402 Augsburg College Faculty and Administration Beginning year of service of faculty and staff is indicated with parenthesis. College Leadership Paul C. Pribbenow (2006). President. B.A., Luther College; M.A., Ph.D., University of Chicago. Leif Anderson (1996). Vice President and Chief Information Officer. B.A., University of Minnesota. Barbara A. Farley (2000). Vice President of Academic Affairs and Dean of the College. B.A., College of Saint Benedict, M.B.A., Ph.D., University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. B.A., College of St. Catherine; M.A., Loyola University; J.D., University of Minnesota. Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer. B.S., St. Cloud State University; M.B.A., St. Thomas University. Julie A. Edstrom (1991). Vice President of Enrollment Management. B.A., M.A., Augsburg College. Orval J. Gingerich (2001). Assistant Vice President of International Programs. Executive Director of Center for Global Education. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Christine M. Szaj (2008). Vice President and Chief of Staff. B.S., University of Wisconsin – Milwaukee; M.S.W., Washington University; J.D., Saint Louis University. Andrea L. Turner (2008). Assistant Vice President of Human Resources and Chief Diversity Officer, B.A. Swarthmore College, J.D. Case Western Reserve University School of Law. Jeremy R. Wells (2007). Vice President of Institutional Advancement. B.A., Jamestown College; M.A., Saint Mary’s University. Administration Sheila Anderson (1991). Director, Academic Advising. B.S., Minnesota State University – Moorhead; M.A., Augsburg College. David Benson (2005). Director of Leadership Gifts, Development. B.A., Concordia College; M.A., North Dakota State University. Jesse Cashman (2011). Director, Public Safety. B.A., College of St. Scholastica; M.A., University of St. Thomas. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. M.A., St. Paul Seminary School of Divinity-University of St. Thomas. Jodi Collen (2007). Director, Events and Conference Planning. B.A., Wartburg College; M.T.A., George Washington University. Sally Daniels (1979). Director, Parent and Family Relations. B.A., Augsburg College. David Draus (2000). Director, Facilities and Risk Management. James Erchul (1997). Director, Enrollment Planning. B.A., Marquette Unversity, M.S.W., University of Minnesota – Duluth. Amanda Erdman (2007). Director, Residence Life. B.A., Coe College; M.A.E., University of Northern Iowa. Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and Physical 403 Education. B.A., Augsburg College; M.S., St. Cloud State University. Carol Forbes (1990). Director, Sponsored Programs. B.A., Morningside College; M.A., Hamline University. Orval J. Gingerich (2001). Assistant Vice President for International Programs. B.A., University of Iowa; M.Ed., University of Colorado; Ed.D., University of Virginia. Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate Professor of Biology, B.S.,.University of Wisconsin; M.S., University of Illinois at Champaign-Urbana; Ph.D., University of Illinois at Champaign-Urbana. Sarah Griesse (2006). Dean of Students, Student Affairs. B.A., Wittenberg University; M.A., Ohio State University; A.B.D., Loyola University-Chicago. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. B.A., M.A., Ph.D., L.P., University of Minnesota. Nathan J. Hallanger (2008). Special Assistant to the Vice President of Academic Affairs and Dean of the College. B.A., Augustana College; M.T.S., Harvard Divinity School, Harvard University; Ph.D., Graduate Theological Union and Pacific Lutheran Theological Seminary. Kevin Healy (2004). Director, Advancement Services. B.S., Carroll College. Sherry Jennings-King (2002). Director of Leadership Giving, Development. B.S., University of Tennessee. Rebecca John (2010). Assistant Vice President of Marketing and Communication. B.A., University of St. Thomas; M.A., University of Phoenix. Wayne Kallestad (2000). Registrar. B.S., University of Minnesota; M.S., University of Southern California. Benjamin G. Kent (1996). Director, Center for Academic Achievement. B.A., University of WisconsinMadison; M.S., University of Oregon. Scott Krajewski (2000). Director of IT Services, Information Technology. B.S., Augsburg College; M.S., Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. B.A., St. Pius X Seminary; M.A., Mt. St. Mary Seminary. Penh Lo (2008). Director, Pan-Asian Student Services. B.S., Minnesota State University-Mankato. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. B.A., Earlham College; M.Div., Yale University; D.Min., San Francisco Theological Seminary. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. B.A., George Mason University; Ed.M., Harvard University. Regina McGoff (1992). Director of Center for Global Education. B.S., University of Minnesota; M.B.A., University of St. Thomas. Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning. Professor of Business Administration. B.S., Juniata College; M.B.A., University of Denver; M.S., University of Oregon; Ph.D., University of Minnesota. Jane Ann Nelson (1999). Director of Library Services. B.A., University of Sioux Falls; M.A., University of Minnesota. Aly C. Olson (2001). Director, Student Support Services/TRIO. B.A. Grinnell College; M.A., University of Minnesota. Lois A. Olson (1985). Executive Director, Strommen Center for Meaningful Work. B.S., University of Minnesota; M.S., Mankato State University. Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant Professor of Business Administration. B.S.B., M.Ed., Ph.D., University of Minnesota. 404 Mohamed Sallam (2006). Director, Pan-Afrikan Center. B.A., M.A., Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. B.S., Kent State University; M.A. Saint Mary’s University. Doug H. Scott (2007). Director of Leadership Gifts. B.A., Eastern University St. Davids; M.Div., Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. B.A., Moorhead State University; Ed.M., Rutgers University. Leah Spinosa de Vega (2008). Director of Augsburg Abroad. B.A., University of Minnesota; M.A., University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. B.S., University of Minnesota. Kim Stone (2008) Director of Alumni and Constituent Relations. B.A., Minnesota State UniversityMankato; M.B.A., Nova Southeastern University. Jennifer R. Simon (2007). Director, American Indian Student Services. B.A., University of Minnesota; M.A., Minnesota State University, Mankato. Jeffrey F. Swenson (1986). Athletic Director. B.A., Augsburg College; M.A., University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. B.A., Augsburg College. Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. B.A., Augustana College; M.A., American University. David T. Wold (1983). Director, Campus Ministries. College Pastor. B.S., St. Olaf College; M.Div., Luther Seminary. Karl Wolfe (2007). Director Rochester Program. B.A., Azusa Pacific University; M.Div., Asbury Theological Seminary; Ed.D., Pepperdine University. 405 Faculty (Full-time) A Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community College; B.S.N., Winona State University; M.A., Augsburg College. Phillip C. Adamo (2001). Associate Professor of History. B.A., SUNY-Albany; M.A. and Ph.D., Ohio State University. William Aleman (2011). Instructor of Physician Assistant Studies. Doctor in Medicine in Surgery, Universidad Central del Ecuador. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. B.S. and D.Pharm., University of Minnesota. Kristin M. Anderson (1984). Professor of Art. A.B., Oberlin College; M.A., University of Minnesota; M.A., Luther-Northwestern Seminary; Ph.D., University of Minnesota. Stuart M. Anderson (1989). Associate Professor of Physics. B.A., Augsburg College; Ph.D., University of Minnesota. Elizabeth Ankeny (2008). Associate Professor of Education. B.A., Augustana College; M.A., Morningside College; Ph.D., Colorado State University. Andrew L. Aoki (1988). Professor of Political Science. B.A., University of Oregon; M.A., Ph.D., University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. B.A., University of Minnesota; M.Div., Luther-Northwestern Seminar; Ph.D., University of Minnesota. Audrey Applesies (2011). Assistant Professor of Education. B.A., Indiana University; M.A.T., National-Louis University; Ph.D. University of Minnesota. William M. Arden (2005). Assistant Professor of Business Administration. B.S., New York University; M.S., Northeastern University; M.B.A., Boston University. B Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. B.A., College of Saint Benedict; Ph.D., Mayo Clinic College of Medicine. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. B.A., University of Minnesota; P.A. Certificate, Augsburg College; M.A., University of Nebraska, Omaha. David D. Barrett (2011). Assistant Professor of Health and Physical Education. A.A., Normandale Community College; B.A., Texas Lutheran University; M.Ed., Southwest Texas State University; Ph.D., University of Minnesota Eric Barth (2008). Assistant Professor of Physician Assistant Studies. B.A., University of Saint Thomas; B.S., Trevecca Nazarene University; MPAS, University of Nebraska. Bruce Batten (2008). Assistant Professory of Business, MBA. B.S., Davidson College; Ph.D., Medical College of Virginia. Katherine A. Baumgartner (2005). Assistant Professor of Nursing. B.S., Minnesota State UniversityMankato; M.A., Augsburg College. Matthew Beckman (2008). Assistant Professor of Biology. B.A., Brandels University; Ph.D., University of Alabama. 406 Pavel Bělík (2008). Associate Professor of Mathematics. Ph.D., University of Minnesota. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. B.A., St. Olaf College; M.S., Ph.D., Clemson University. Anthony A. Bibus, III (1992). Professor of Social Work. B.A., University of St. Thomas; M.A., University of Virginia; Ph.D., University of Minnesota. Susan N. Boecher (2007). Assistant Professor, full-time, Art. B.F.A., University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. B.S., M.A., Ph.D., University of Illinois. Laura S. Boisen (1996). Associate Professor of Social Work. B.A., Wartburg College; M.S., University of Wisconsin-Madison; M.P.A., Iowa State University; Ph.D., University of Minnesota. Lois A. Bosch (1997). Associate Professor of Social Work. B.A., Northwestern College; M.S.W., University of Iowa; Ph.D., University of Illinois at Urbana-Champaign. D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. B.L.A., B.S., M.F.A., University of Minnesota. Kevin Bowman (2008). Assistant Professor of Economics, B.A., Indiana University-Bloomington; M.A., Ph.D., University of Illinois. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. B.S., Bemidji State University; M.Ed., University of Sydney, Australia. Michael Buck (2010). Assistant Professor of Music. BME, Saint Olaf College; MME, Vandercook College of Music; Ph.D., University of Southern Mississippi. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. B.A., M.A., Ph.D., University of Minnesota. Michael R. Burden (1990). Associate Professor of Theatre Arts (Designer and Technical Director). B.A., Augsburg College; M.F.A., University of Minnesota. Ralph J. Butkowski (2001). Assistant Professor of Biology. B.S., St. Cloud State University; M.S., Ph.D., University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. B.A., University of Illinois-Chicago; Ph.D., University of Illinois at Urbana-Champaign. John C. Cerrito (1983). Assistant Professor of Business Administration. B.A., Rhode Island College; M.S., University of Wisconsin-Stout; Ed.D., University of Minnesota Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. B.S., Ph.D., North Dakota State University. Lars D. Christiansen (2001). Associate Professor of Sociology. B.A., Clark University; M.S., Ph.D., Florida State University. Maruicio Cifuentes (2011). Assistant Professor of Social Work. J.D., Pontificia Universidad Javeriana; M.S.W. and Ph.D., Loyola University. Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. A.A., Golden Valley Lutheran College; B.A., Texas Lutheran College; M.A., Southwest Texas State University; Ph.D., University of Alabama. Stephan Clark (2011). Assistant Professor of English. B.A., University of Southern California; M.A., University of California, Davis; Ph.D., University of Southern California. C. Lee Clarke (2000). Assistant Professor of Business Administration. B.A., Capital University; M.Div., Trinity Lutheran Seminary; M.B.A., University of St. Thomas. Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. Ph.D., Indiana University407 Bloomington. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. B.A., Winona State University; M.A., Ed.D., St. Mary’s University of Minnesota. Robert J. Cowgill (1991). Associate Professor of English. B.A., M.A., Ph.D., University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. B.A., M.A., Pacific Lutheran University; M.Div., Luther Theological Seminary; Ph.D., University of Minnesota David Crowe (2008). Assistant Professor of Biology. B.A., Gustavus Adolphus; Ph.D., University of Minnesota. D Cathleen A. Dalglish (1986). Professor of English. B.A., Saint Catherine University; M.F.A., Vermont College; Ph.D., The Union Institute and University. Jill A. Dawe (1994). Associate Professor of Music. B.M., Memorial University of Newfoundland; M.M., D.M.A., Eastman School of Music. Ankita Deka (2008). Assistant Professor of Social Work. B.A., Delhi University; M.A., Tata Institute of Social Sciences; Ph.D., Indiana University School of Social Work. Benjamin Denkinger (2011). Assistant Professor of Psychology. B.A., Hamline University; Ph.D., University of Minnesota, Twin Cities. Jacqueline R. deVries Jones (1994). Professor of History. B.A., Calvin College; M.A., Ph.D., University of Illinois-Urbana. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. B.M., M.M., The Mannes College of Music; A.B.D., University of Missouri – Kansas City Conservatory. Suzanne I. Dorée (1989). Professor of Mathematics. B.A., University of Delaware; M.A., Ph.D., University of Wisconsin-Madison. Grace B. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D., University of Minnesota. E Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. B.A., University of Minnesota; M.F.A., Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. B.S.N., St. Olaf College; M.A., Ph.D., University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. B.A., Luther College; M.Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Darcey K. Engen (1997). Associate Professor of Theatre Arts. B.A., Augsburg College; M.F.A., University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. B.S., M.Ed., University of Minnesota. Christina L. Erickson (2004). Associate Professor of Social Work. B.S., University of Minnesota; M.S.W., University of Minnesota – Duluth; Ph.D., University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. B.A., M.A., College of St. Thomas; M.A., LutherNorthwestern Theological Seminary; Ph.D., University of Minnesota. F 408 Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. B.A., College of St. Benedict; M.B.A., Ph.D., University of Minnesota. Ronald L. Fedie (1996). Associate Professor of Chemistry. B.A., University of St. Thomas; Ph.D., University of Minnesota. Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. B.S., Linfield College; Ph.D., University of Illinois. Nancy L. Fischer (2005). Associate Professor of Sociology. B.A., Hamline University; M.A., The American University; Ph.D., State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics. B.A., St. Olaf College; M.S., Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. B.A., Augsburg College; M.S., St. Cloud State University. Stacy R. Freiheit (2005). Assistant Professor of Psychology. B.A., University of Central Florida; M.A., Ph.D., Case Western Reserve University. Mark L. Fuehrer (1969). Professor of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. B.A., Rhode Island College; M.P.A., University of Rhode Island. G Annette M. Gerten (1997). Associate Professor of Social Work. B.A., College of St. Catherine; M.S.W., University of Michigan; Ph.D., University of Minnesota. Keith F. Gilsdorf (2001). Associate Professor of Economics. B.S., Moorhead State University; M.A., North Dakota State University; Ph.D., University of Nebraska-Lincoln. Amy Gort (2009). Associate Professor of Biology. B.S., University of Wisconsin; M.S., Ph.D., University of Illinois–Champaign-Urbana Jennifer Grant (2010). Assistant Professor of Business. B.A., Saint Olaf College; M.S., University of Minnesota; Ph.D., Northcentral University. Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. B.A., Central College; MPAS, University of Iowa. Douglas E. Green (1988). Professor of English. B.A., Amherst College; M.A., Ph.D., Brown University. William D. Green (1991). Associate Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., J.D., University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Robert C. Groven (1997). Associate Professor of Communication Studies. B.A., Concordia CollegeMoorhead; M.A., J.D., University of Minnesota. Ann Grugel (2009). Assistant Professor of Education. B.A., Saint Olaf College; M.S., Ph.D., University of Wisconsin–Madison. Evren Guler (2011). Assistant Professor of Psychology. B.A., University of North Carolina; Ph.D., University of Minneapolis, Twin Cities. Donald R. Gustafson (1961). Professor of History. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1967). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of 409 Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. B.A., St. John’s University; M.S., Ph.D., Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. B.A., University of Iowa; M.A., University of Chicago; Ph.D., University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. B.A., Ph.D., University of Minnesota. John U. Harkness (2001). Assistant Professor of English. B.A., University of Minnesota; Ph.D., Harvard University. Milda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., J.D., Ph.D., University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. B.A., Augsburg College; M.A., Macalester College; M.A., Columbia University; D.M.A., Manhattan School of Music. Melissa Hensley (2010). Assistant Professor of Social Work. A.B., M.S.W., Washington University– St. Louis; M.H.A., University of Missouri–Columbia; Ph.D., Washington University–St. Louis. Paloma Hesemeyer (2010). Assistant Professor of Psychology. B.A., Mills College; Ph.D., University of Minnesota. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. B.A., Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Notre Dame. Stella K. Hofrenning (2000). Associate Professor of Economics. B.S., University of Maryland; Ph.D., University of Illinois. Bradley P. Holt (1978). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.Phil., Ph.D., Yale University. Christopher Houltberg (2011). Assistant Professor of Art. B.A., Azusa Pacific University; M.A., Art Institute of Boston. I Ann Impullitti (2010). Assistant Professor of Biology. B.S., Northern Michigan University; M.S., University of Wisconsin; Ph.D., University of Minnesota. Colin C. Irvine (2003). Asssociate Professor of English. B.A., Carroll College; M.A., University of Notre Dame; Ph.D., Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. B.S., College of St. Teresa; M.S., University of Wisconsin-River Falls; Ph.D., University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. B.A., St. Olaf College; M.S., Rensselaer Polytechnic Institute. J Karl N. Jacobson (2007). Assistant Professor, full-time, Religion. B.A., St. Olaf College; M.Div., Luther Seminary; A.B.D. Union-PSCE. Sophia J. Jacobson (1999). Assistant Professor, full-time, American Indian Studies. B.A., Metropolitan State University; M.A., Ed.D., University of St. Thomas. Jeffrey E. Johnson (1985). Associate Professor of Physics. B.S., M.S., M.B.A., Ph.D., University of Minnesota. 410 Martha B. Johnson (1988). Professor of Theatre Arts. B.A., M.A., Ph.D., University of WisconsinMadison. K Amin E. Kader (1974). Associate Professor of Business Administration. B.Comm., University of Cairo, Egypt; M.B.A., University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). B.A., Park College; B.Music Ed., M.Music Ed., University of Kansas; Ph.D., Temple University. Kenneth S. Kaminsky (1987). Professor of Mathematics. A.B., M.S., Ph.D., Rutgers University. Ned D. Kantar (1999). Assistant Professor of Music. B.S., M.A., University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. B.A., M.A., University of Delhi; M.A., M.B.A., University of Minnesota; Ph.D., Temple University. Anne M. Kaufman (1987). Associate Professor of Education. B.S., M.A., Ph.D., University of Minnesota. Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. B.A., Pomona College; Ph.D., Cornell University. Russell C. Kleckley (2002). Associate Professor of Religion. B.A., Newberry College; M.Div., Lutheran Theological Southern Seminary; D.Th., University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota; Ph.D., Eastman School of Music. Kelly Abel Knochel (2010). Assistant Professor of Social Work. B.A., Albright College; M.S.W., Spalding University of Social Work; Ph.D., University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College; M.A., University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. B.A., Southwest Minnesota State University; M.A., Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. B.S., University of Missouri-St. Louis; Ph.D., University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. B.A. Michigan State University; M.A., University of Michigan; M.B.A., University of Minnesota. Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. B.A., University of Florida; M.Ed., University of Minnesota. Kevin Landmark (2010). Assistant Professor of Physics. B.S., Michigan Technological University; Ph.D., University of Michigan. Michael J. Lansing (2005). Associate Professor of History. A.B., College of William and Mary; M.A., Utah State University; Ph.D., University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. B.A., Macalester College; M.A., Ph.D., University of Minnesota. Velma J. Lashbrook (2000). Assistant Professor, full-time, Master of Arts in Leadership. B.S., Iowa State University; M.S., Illinois State University; Ed.D., West Virginia University. Laura K. Lazar (2005). Assistant Professor of Business Administration. B.A., M.L.S., Valparaiso University; M.B.A., Ph.D., Indiana University. Barbara A. Lehmann (2001). Associate Professor of Social Work. B.A., Knox College; M.S.W., 411 Tulane University; Ph.D., Case Western Reserve University. Cheryl J. Leuning (1996). Professor of Nursing. B.A., Augustana College; M.S., University of Minnesota; Ph.D., University of Utah. Terrence Lewis (2011). Assistant Professor of Social Work. B.A., Catholic University of America; M.S.W., University of Kentucky; Ph.D., Boston University. Dallas H. Liddle (1999). Associate Professor of English. B.A., Grinnell College; Ph.D., University of Iowa. Lynn E. Lindow (1985). Associate Professor of Education. B.S., Mankato State University; M.S., North Dakota State University; Ph.D., University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. B.A., M.B.A., Ph.D., University of Minnesota. Edward D. Lotterman (2005). Assistant Professor of Economics. B.A., M.S., University of Minnesota. Mary E. Lowe (2003). Assistant Professor of Religion. B.A., Pacific Lutheran University; M.Div, Luther Northwestern Theological Seminary; Ph.D., Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. B.A., University of Colorado, Denver; M.S., P.A. Certification, University of Colorado Health Science Center; Ph.D., Capella University. M Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. B.S., Purdue University; M.S., Colorado State University; Ph.D., Utah State University. M. Elise Marubbio (2003). Associate Professor of American Indian Studies. B.F.A., Cleveland Institute of Art; M.A., Ph.D., University of Arizona. Matthew Maruggi (2008). Assistant Professor of Religion. B.A., M.A., University of Dayton; Ph.D., University of Saint Thomas. Virginia McCarthy (2011). Assistant Professor of Nursing. B.S.N, Creighton University; M.N., University of Washington; D.N.P., St. Catherine University. Marc C. McIntosh (2007). Assistant Professor of Business Administration. B.S., DePaul University; M.B.A., Harvard University; D.B.A., Argosy University. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. B.A., Western Michigan University; A.M.L.S., University of Michigan; M.A., Michigan State University. Fekri Meziou (1987). Associate Professor of Business Administration. B.A., University of Tunis; M.A., Ph.D., University of Minnesota. Catherine Micek (2010). Assistant Professor of Mathematics. B.A., University of Saint Thomas; M.S., Ph.D., University of Minnesota. Joyce P. Miller (2004). Assistant Professor of Nursing. A.A., Rochester State Junior College; B.S., M.A., Augsburg College. David Murr (2008). Associate Professor of Physics. B.S., Augsburg College; Ph.D., Boston University. Jeremy P. Myers (2006). Assistant Professor of Religion. B.S., University of Minnesota; M.A., LutherNorthwestern Seminary. Sarah Myers (2009). Assistant Professor of Theatre Arts. B.S., Northwestern University; M.F.A., Ph.D., University of Texas. N 412 Susan K. Nash (1998). Associate Professor of Nursing. B.S.N., M.S.N., Ed.D., University of Minnesota. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. B.A., Northwest College; M.Div., Luther Theological Seminary; M.D., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science and Director of MAL Program. B.A., University of Pennsylvania; M.A., Ph.D., Indiana University. O Susan E. O’Connor (1994). Associate Professor of Education. B.S., University of Minnesota; M.S., Ph.D., Syracuse University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. B.A., Augsburg College; M.S., University of Wisconsin; Ph.D., University of Minnesota. Vicki L. Olson (1987). Professor of Education. B.S., M.A., Ph.D., University of Minnesota. P Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. B.A., M.A., Central School for Planning and Statistics, Warsaw; Ph.D., Akademia Ekonomiczna, Krakow. Donna R. Patterson (2006). Assistant Professor, full-time, Education. B.A., M.Ed., University of Minnesota. Dale C. Pederson (1992). Associate Professor of Biology. B.A., Augsburg College; Ph.D., University of Minnesota. Joyce B. Perkins (2006). Assistant Professor of Nursing. B.S., University of New Hampshire; M.A., St. Mary’s College; M.S., University of Minnesota; Ph.D., University of Colorado. Noel J. Petit (1984). Professor of Computer Science. B.A., St. Olaf College; M.S., Ph.D., University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. B.A., Augsburg College; M.A., United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. B.A., National University, Tehran; M.A., University of Nice; Ph.D., U.C.L.A. Diane L. Pike (1981). Professor of Sociology. A.B., Connecticut College; Ph.D., Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. B.A., M.A., Ph.D., University of Nebraska-Lincoln. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. B.A., St. Olaf College; M.Div., Ph.D., Luther Theological Seminary. R Deborah L. Redmond (1981). Assistant Professor of Communication Studies. B.A., M.A., University of Minnesota. Kathy J. Reinhardt (1997). Instructor of Modern Languages. M.A., Middlebury College. M. Bridget Robinson-Riegler (1994). Professor of Psychology. B.S., Indiana University; M.S., Ph.D., Purdue University. 413 Nancy A. Rodenborg (2000). Associate Professor of Social Work. B.S., Indiana University; M.S.W., University of Minnesota; Ph.D., Arizona State University. Glenda Dewberry Rooney (1992). Professor of Social Work. B.S., University of North Texas; M.S.W., University of Illinois; Ph.D., University of Minnesota. S Milo A. Schield (1985). Professor of Business Administration. B.S., Iowa State University; M.S., University of Illinois; Ph.D., Rice University. John S. Schmit (1990). Professor of English. B.S., St. John’s University; M.A., University of New Orleans; Ph.D., The University of Texas. Michael D. Schock (1993). Associate Professor of Social Work. B.A., University of Washington; M.S.W., University of Minnesota; Ph.D., University of Washington. David G. Schwain (1995). Assistant Professor, full-time, Business Administration. B.B.A., University of Cincinnati; M.B.A., Harvard University. Kathryn A. Schwalbe (1991). Professor of Business Administration. B.S., University of Notre Dame; M.B.A., Northeastern University; Ph.D., University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. B.A., Texas Christian University; Ph.D., University of Texas. Barbara Short (2011). Associate Professor of Education. B.A., Augustana College; M.S. and Ed.D., Illinois State University. Kaija Sivongsay (2011). B.S., University of Wisconsin, Eau Claire; M.A., Augsburg College; D.N.P., Augsburg College. Christopher Smith (2011). Assistant Professor of Education. B.S. and M.S., Purdue University; Ph.D., University of Minnesota, Twin Cities. Jody M. Sorensen (2005). Associate Professor of Mathematics. B.A., St. Olaf College; M.A., Ph.D., Northwestern University. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. B.A., Augsburg College; M.A.C.I., College of St. Thomas; Ph.D., University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. B.S., M.A., University of Minnesota. Peter J. Stark (2007). Assistant Professor of Business Administration. B.S., Northwestern University; M.B.A., Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. B.A., Bemidji State University; M.A., Ph.D., University of Montana. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. B.A., Augsburg College; M.S., University of Minnesota. Stuart M. Stoller (1986). Professor of Business Administration. B.S., M.S., Long Island University. Martha E. Stortz (2010). Bernard Christensen Professor of Vocation and Religion. B.A., Carleton College; M.A., The Divinity School, The University of Chicago; Ph.D., The Divinity School, The University of Chicago. Benjamin L. Stottrup (2005). Associate Professor of Physics. B.A., University of Minnesota, Morris; Ph.D., University of Washington. Beverly J. Stratton (1986). Professor of Religion. B.A., M.A., Boston University; M.A., D.Th., Luther Seminary. Kathryn A. Swanson (1985). Professor of English. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Tara K. Sweeney (1992). Associate Professor of Art. B.S., University of Wisconsin-Stout; M.F.A., 414 Minneapolis College of Art and Design. Maryann Syers (1998). Associate Professor of Social Work. B.A., Arizona State University; M.S.W., Ph.D., University of Minnesota. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, clinical site director. B.S., University of Minnesota; P.A. Certificate, Augsburg College; M.P.A.S., University of Nebraska Medical Center. Sonja K. Thompson (1993). Assistant Professor of Music. B.M., University of Minnesota; M.M., The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. B.F.A., University of Hawaii; M.F.A., Temple University. JosephTowle (2011). Assistant Professor of Spanish. B.A., North Dakota State University; M.A. and Ph.D., University of Minnesota, Twin Cities. Mark D. Tranvik (1995). Professor of Religion. B.A., Luther College; M.Div., Yale University; Th.D., Luther Seminary. Alan J. Tuchtenhagen (2011). B.S., Westmar College; M.A., University of Nebraska; D.P.A., Hamline University. U-V Joseph Underhill (1998). Associate Professor of Political Science. B.A., University of CaliforniaBerkeley; M.A., San Francisco State University; Ph.D., University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. B.A., Gustavus Adolphus College; M.S., Mankato State University. James A. Vela-McConnell (1997). Associate Professor of Sociology. B.A., Loyola University; Ph.D., Boston College. David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. B.S., University of Minnesota; Ph.D., Iowa State University. Diane Vodicka (2008). Assistant Professor of Education. B.A., North Park College; M.Ed., Georgia Southwestern College;. W Dana Wagner (2008). Assistant Professor of Education. B.A., Saint Olaf College; M.Ed., University of Minnesota. Bernard Walley (2011). Assistant Professor of Economics. B.A. and M.Phil., University of Ghana, Legon; Ph.D., University of Nebraska-Lincoln. Mzenga A. Wanyama (2006). Assistant Professor of English. B.A., M.A., University of Nairobi, Kenya; Ph.D., University of Minnesota. Martha A. (Cary) Waterman (1991). Assistant Professor of English. B.A., University of Denver; B.S., M.A., Minnesota State University-Mankato. Shana K. Watters (2007). Assistant Professor of Computer Science. A.A., Northern Virginia Community College; B.S., South Dakota School of Mines and Technology; M.S., M.A., Ph.D., University of Minnesota. Mike Weimerskirch (2011). Assistant Professor of Mathematics. B.A., Northwestern University; M.A., University of St. Thomas; Ph.D., University of Minnesota, Twin Cities. 415 Faculty Emeriti Ruth L. Aaskov. Professor Emerita of Modern Languages. B.A., Augsburg College; M.A., Middlebury College; Ph.D., University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. B.A., St. Olaf College; M.S., Ph.D., University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara L. Andersen. Professor Emerita of English. B.A., Northwestern College; M.A., Northwestern University. Charles S. Anderson. President Emeritus. B.A., St. Olaf College; M.A., University of Wisconsin; B.Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Margaret J. Anderson. Professor Emerita, Library. B.S., M.A., University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theatre Arts. B.S., M.A., Ph.D., University of Minnesota. John E. Benson. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary; M.A., Ph.D., Columbia University. Vern M. Bloom. Professor Emeritus of Social Work. B.A., M.S.W., University of Minnesota. Julie H. Bolton Professor Emeritus of Theatre Arts. B.S., M.F.A., University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Nora M. Braun. Professor Emerita of Business Administration. B.S.B.A., University of MissouriColumbia; M.B.A., Ph.D., University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. Francine Chakolis. Professor Emerita of Social Work. B.S., Augsburg College; M.S.W., University of Minnesota. L. Gracia Christensen. Professor Emerita of English. B.A., Hunter College; M.A., Radcliffe College. Ailene H. Cole. Professor Emerita of Speech, Communication and Theatre Arts. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota; Ph.D., Arizona State University. Kenneth N. Erickson. Professor Emeritus of Physics. B.A., Augsburg College; M.S., Michigan State University; Ph.D., Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. B.A., Franklin and Marshall College; M.S., Ph.D., University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. B.E.E., M.S., University of Minnesota. Stephen M. Gabrielsen. Professor Emeritus of Music. B.A., Augsburg College, M.A., Ph.D., University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. B.A., Lake Forest College; M.A., Ph.D., University of Chicago. Orloue Gisselquist. Professor Emeritus of History. B.A., M.A., Ph.D., University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. B.S., M.S., Agra University, India; M.S., Ph.D., Southern Illinois University. 416 Daniel S. Hanson. Professor Emeritus of Communication Studies. B.A., Augsburg College; M.A., University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. B.A., Cedar Crest College; M.S.W., Ph.D., University of Minnesota. Norman D. Holen. Professor Emeritus of Art. B.A. Concordia College-Moorhead; M.F.A., University of Iowa. John R. Holum. Professor Emeritus of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. B.A., Rangoon University, Burma; M.A., Bucknell University; Ph.D., University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. B.A., Huron College; B.A., University of Minnesota; M.E., South Dakota State University; Ph.D., University of Minnesota. Robert A. Karlén. Professor Emeritus of Music. B.M., New England Conservatory; M.A., University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. B.A., St. Olaf College; M.A., Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. B.S., Augustana College; M.A., University of South Dakota. Lynne F. Lorenzen. Professor Emerita of Religion. B.A., University of Iowa; M.Div., Northwestern Lutheran Theological Seminary; M.A., Ph.D., Claremont Graduate School. Esther G. McLaughlin. Professor Emerita of Biology. B.A., Ph.D., University of California-Berkeley. Marie O. McNeff. Professor Emerita of Education/Dean Emerita. B.S., M.Ed., Ed.D., University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. B.A., Augsburg College; M.A., University of Minnesota. John R. Mitchell. Professor Emeritus (granted posthumously 2010) of English. B.A. Maryville College; M.A., University of Tennessee. Mildred “Mike” Mueller. Professor Emerita of Education. B.A., M.A., Central Michigan University; Ed.D., University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Richard C. Nelson. Professor Emeritus of History. B.A., University of Nebraska; M.A., Ph.D., University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. B.S., M.S., Ph.D., University of Minnesota. Ronald G. Palosaari. Professor Emeritus of English. B.A., Bethel College; B.Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. B.A., Eastern Michigan University; M.A., Ph.D., University of Michigan. Curtis M. Paulsen Professor Emeritus of Social Work. B.A., St. Olaf College; M.S.W., University of Minnesota; Ph.D., The Fielding Institute. Lauretta E. Pelton. Professor Emerita of Education. M.Ed., Marquette University. Joyce M. Pfaff (1966). Associate Professor, part time, Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. B.A., Augsburg College; B.D., Augsburg 417 Theological Seminary; M.Th., Th.D., Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. B.S., M.A., Central Missouri State College; Ph.D., University of Texas at Austin. Bruce R. Reichenbach. Professor Emeritus of Philosophy. B.A., Wheaton College; M.A., Ph.D., Northwestern University. Gunta Rozentals. Professor Emerita of Modern Languages. B.A., M.A., Ph.D., University of Minnesota. Marianne B. Sander. Dean of Students Emerita. B.A., Valparaiso University; M.A., University of Minnesota. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. B.A., Augsburg College; M.A., University of Minnesota. Charles M. Sheaffer. Professor Emeritus of Computer Science. B.A., Metropolitan State University; M.S., Ph.D., University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. B.A., St. Olaf College; B.Th., Luther Theological Seminary; Th.D., University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. B.A., Augsburg College; M.S., D.S.W., Columbia University. Don Steinmetz Professor Emeritus (granted posthumously 2010) of Languages and Cross-Cultural Studies. B.A., M.A., Ph.D., University of Minnesota. Grace K. Sulerud. Professor Emerita, Library. B.A., Augsburg College; M.A., University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. B.A., Concordia College, Moorhead; M.S., Ph.D., University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. A.B., Augustana College; two M.S. degrees; Ph.D., University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. David L. Tiede . Bernhard M. Christensen Professor Emeritus of Vocation and Religion. B.A., St. Olaf College; B.D., Luther Theological Seminary; Ph.D., Harvard University. Rita R. Weisbrod. Professor Emerita of Sociology. B.A., M.A., University of Minnesota; Ph.D., Cornell University. Mary Louise Williams. Professor Emerita of Social Work. B.F.A., M.S.W., University of Pennsylvania. 418 Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-in-Residence. B.A., Boston College; M.Ed., Ph.D., University of North Carolina, Chapel Hill. Kathleen Welle (2009). Instructor and coordinator, Nursing. B.S.N., University of Wisconsin; M.N., Augsburg College. Michael T. Wentzel (2011). Assistant Professor of Chemistry. B.S., Creighton University; M.S., University of Pennsylvania; Ph.D., University of Minnesota, Twin Cities. Emanuelle Wessels (2010). Assistant Professor of Communication Studies. B.A., University of Iowa; M.A., Ph.D., University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement / Licensing. B.S., St. Cloud State University; M.S., Syracuse University. Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. B.S., Mankato State University; M.S., Finch University of Health Sciences. Hans H. Wiersma (2004). Assistant Professor of Religion. B.A., University of California, San Diego; M.Div., Ph.D., Luther Seminary. X-Y-Z Steven M. Zitnick (2000). Assistant Professor of Business Administration; Interim Director, M.B.A. Program. B.A., Shimer College; M.S., University of Utah. John M. Zobitz (2007). Assistant Professor of Mathematics. B.A., St. John’s University; M.A., Ph.D., University of Utah. Henry Yoon (2009). Assistant Professor of Psychology. B.A., University of California; M.A., Ph.D., University of Minnesota. 419 Index A About Augsburg 7 Academic Advising 33,36 Academic Calendar 3, 44 Academic Divisions 46 Academic Excellence Scholarships 25 Academic Information 44 Academic Internships 56 Academic Policies and Procedures 97 Academic Progress, Probation and Dismissal 115 Academic Skills Office 33 Accessibility 15 Accounting 154 Accreditation and Memberships 14 Achievement Scholarships 26 Admissions 16 Advanced Placement Program Test (AP) 77 American Indian Student Services 37 American Indian Studies 397 American Sign Language 280 Anne Pederson Women’s Resource Center 31 Applied Economics 198 Architecture Minor 85 Art 297 Art and Architectural History 127 Art History 127 Asian American Student Services (see Pan Asian Student Services) 38 Assessment of Previous Learning (APL) Program 77,113 Associated Colleges of the Twin Cities (ACTC) 47 Associated Support Organizations 13 Athletic Affiliation 15 Athletics and Sports 32 Auditing Courses 156 Augsburg Abroad 278 Augsburg Core Curriculum 68 Augsburg for Adults 10 Augsburg Signature Curriculum 68,71,104105,107,134, B Bachelor of Science (Liberal Arts requirement modifications) 74 Beta Beta Beta 141 Biology 137-138 Board of Regents 401 Business (Master of Business Administration) 59,96, Business Administration 147,149 Business Administration and Economics Major 199 Business Administration (Music Business Specialization) 149,304 Business Management Certificate 162 C Calendar 3 Campus Kitchen 57,94 Campus Location 11,15 Campus Ministry 29 Campus Tours 16 Canadian Program 60 Career Services 56 Center for Global Education 53,90,265 Center for Learning and Adaptive Student Services (CLASS) 33 Certificates 48 Chemistry 170 Chinese 278 Choir 319 Class Schedule 119 Classification (Class Year) 76 Clinical Laboratory Science 176 Coaching Certification 240 College Costs 20 (Day), 22 (Weekend) College Level Examination Program (CLEP) 77 Commencement 80 Communication Studies 182 Communication Arts/Literature Teacher Licensure 184 Community Service-Learning 57 Computational Economics 192 Computational Philosophy 193 Computer Science 191 Connections Courses 134 Continuing Education Program 60,97 Core Curriculum 68 Costs 20-22 Counseling and Health Promotion 39 Credits 104 Crossover Registration 62, 99 D Dean’s List 79, 115 Degree Verification 80, 116 Degrees Offered 44 Departmental Comprehensive Exams 114 Departmental Honors (see each major) Departments and Programs 119 Deposits 21 Directed Study 121 Directory 5 Directory Information 81, 118 Disability Services 36 Dismissal 78, 115 Discrimination Complaints 43 Divisions and Departments 46 E Economics 197, 200 Economics/Business Admin. Major 119,150 Economics/Political Science Teaching Major 200, 344 Education 84 Education (Master of Arts) 95 Elementary Education 205 Emotional/Behavioral Disabilities 214 Employment 28 Engaging Minneapolis 72, 108 Engineering 218 English 220 English Language Learners (ELL) 78, 114 English Placement Test 224 Enrollment/Degree Verification 80 Ensembles 319 Entry-level Skills 68 Environmental Studies 234, 236 Ethnic Student Services 37 Evaluation and Grading 74 Evangelical Lutheran Church in America (ELCA) 402 F Facilities and Housing 11 Facts and Figures 15 Faculty 406-419 Faculty Emeriti 416 FAFSA (Free Application for Federal Student Aid) 24 Family Educational Rights and Privacy Act (FERPA) 42, 81, 117 Farsi 280 Federal Work Study Program 28 Fees 20 Film 185 Finance 158 Finance Certificate 159 Financial Aid 24 Financial Policies 23 Fine Arts 73 Foreign Languages (See Languages and Cross-cultural Studies) 237 Foundations of Fitness 107 French 280 G Gage Center for Academic Achievement 32 German 281 Gift Assistance 27 Global Education Center 90 Global Education Program Courses 265 Grade Point Average 113 Grading 74, 111 Graduate Programs 58 Graduation Requirements 67 Graphic Design Certificate 129 H Health and Physical Education 239 Health Clinic Services 40 Health Education 238 Health Fitness 241 Health Insurance 39 Health Promotion 39 HECUA Courses 55, 235 Higher Education Consortium for Urban Affairs (HECUA) 55, 92 Hispanic/Latino Student Services Program 37 Honors (Departmental—see each major) Honors (Latin) 116 Honors Program 254 Housing 41 Human Relations (Communication Studies) 182 I Incomplete Grade 75 Information Technology Certificate 165 Information Technology Services 45 Inter-Institutional Programs 86 Inter-Race 13 Intercollegiate Athletics 32 Interdisciplinary Studies 260 International Baccalaureate Program (IB) 113 International Business Minor 161 International Business Specialization (Business Administration) 147 International Business Concentration (International Relations) 263 International Partners 54 International Relations 262 International Student Advising 40 International Students 18 International Studies 265 Internships 56 Intramural Athletics 32 J Japanese 278 K Keystone (Senior Keystone) 72, 134 L Languages and Cross-cultural Studies 278 Latin Honors 116 Law and Society Concentration (Sociology) 378 Leadership (Master of Arts) 95 Leadership Studies Minor 260 Leadership, Service, and Performance Scholarships 26 Learning Disabilities (Special Education) 214 Learning Disabilities Program 214 LGBTQIA Support Services 39 Liberal Arts (Bachelor of Science Waiver) 74 Liberal Arts Foundation 73 Library and Information Technology 45 Life Sciences 320 Lifetime Fitness 71 Loan Assistance 27 Lutheran Congregational Scholarships 26 M Majors and Minors 83 Management Information Systems 164 Management Specialization (Business Administration) 147 Managerial Accounting 154 Many Voices Project 108 Marketing 167 Marketing Emphasis (Communication Studies) 183 Mass Communication and Journalism (Communication Studies) 183 Master’s Degrees 95 Math Placement Group (MPG) 106 Mathematics 286 McNair Scholars Program 35 Medical Refund 24 Medieval Studies 294 Memberships 14 Metro-Urban Studies 296 Middle East Studies Minor 262 Military Called to Active Duty 100 Minnesota Indian Teacher Training Partnership (MNITTP) 37 Minnesota Work Study Program 28 Minors (see individual departments and programs 85) MIS Courses 147 Mission Statement 7 Modern Language Skill 70 Music 307 Music Business 303, 305 Music Education Major 209 Music Ensembles 306, 319 Music Performance Major 307 Music Repertoire Tests 310 Music Therapy Equivalency/Certification 309 Music Therapy Major 308 N Nabo 42 Natural Science Teaching Licensures 320-322 Nordic Area Studies 323-324 Norwegian 282-283 Notification of Admissions Decision 17 Numeric Grades 75, 111 Numbering of Courses 119 Nursing 325-328 Nursing (Master of Arts and Doctor of Nursing Practice) 59, 58, 96 O Official Notices 42 Ojibwe 283 Orchestra 73, 320 Organizational Communication (Communication Studies) 182 Orientation 30 P, Q Pan-Afrikan Student Services 38 Pan-Asian Student Services 38 Part-Time Students 20 Payments 22 Peace and Global Studies Minor 264 Performance Studies 306 Petition Process (Student Standing Committee) 64 Philosophy 329-332 Physical Disabilities Program (Access Center) 36 Physical Education 238 Physical Science Teaching Licensure 238, 320 Physician Assistant Studies (Master of Science) 59, 96, Physics 334-339 Piano Proficiency Test 309 Policies 13, 42 Political Science 341 Political Science/Economics teaching major 344 Portfolio Assessment Program 114 Pre-Law Concentration (Political Science) 342 Pre-Professional Programs 48 Prerequisites 119, 247 Probation 78, 115 Psychology 350 Psychology and Law Concentration 351 Public Accounting 155 Public Policy and Political Change in Political Science 206 Public Relations and Advertising (Communication Studies) 183 R Recitals 318 Refunds 23 Regents 401 Registration 97 Religion 358 Religious Affiliation 15 Repeated Courses 76 Residence Life Program (see also Housing) 40 Rochester Program 11 Room and Board 20 ROTC 50, 87 S Scandinavian Studies (See Nordic Area Studies) Scandinavian Urban Studies Term 55, 92 Scholarships 25 Scholastic Connections 38 Secondary Education 208 Senior Keystone 72, 109 Service-Learning 57, 94 Sigma Pi Sigma 336, Skills Requirements 105 Social Psychology Concentration (Sociology) 352 Social Studies 368 Social Welfare Minor 370 Social Work 369 Society of Physics Students 336 Sociology 375 Spanish 284 Special Education 214 Special Interest Housing 41 Special Students (Non-Degree or Second Degree) 18 Sports 32 StepUP Program 36 Student-Designed Major 46 Student Employment 28 Student Government 30 Student Rights 42 Student Standards of Behavior, Complaints, Records 42 Student Standing Committee 64 Student Support Services (TRIO) 34 Student Teaching Abroad 203 Studio Art 126 Study Abroad 50 Summer Session 6, 93 Supervisory Management (Communication Studies) 183 Support Programs 29 T Test Scores 16 Theatre Arts 382 Transcripts 17 Transfer Students 351 TRIO Program 34 Tuition, Fees, Room and Board 20 U Undergraduate Research and Graduate Opportunity (URGO) 36 Unofficial Withdrawal 24 Urban Studies 296 V Veterans 80 Vocation 29 W Weekend College 3, 9, 22 Withdrawal From College 100 Women’s Resource Center 31 Women’s Studies 394 Writing Concentration 221 X, Y, Z Youth and Family Ministry Major 364
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Title: Augsburg College Graduate Catalog, 2011-2012
Collection: Course Catalogs
Search Result: 2011-2012 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2011-2012 O...
Show more 2011-2012 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2011-2012 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Graduate Admissions Office, the graduate program directors, or the registrar. Key offices are listed on page 6 for correspondence or telephone inquiries. Published January 2012 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Beginning in the fall of 2010, Augsburg is proud to offer its inaugural doctoral degree program—the Doctor in Nursing Practice program. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you, the individual student, find your calling at work and in the world. The Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Augsburg College I 3 Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Graduate Catalog I 4 Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President 3 Greeting from the Academic Affairs Office 4 Directory of Offices and Programs 6 About Augsburg College Mission Statement 7 Degrees Offered 7 Minneapolis and Rochester Locations 7 Accreditation, Approvals, and Memberships 9 Facts and Figures 10 Academic Programs and Policies Academic Calendars 12 Academic Policies 12 Evaluation of Transfer Credit 14 Student Rights 14 Graduate Admissions Admission to Augsburg College 16 Readmission to the College 16 Admission of International Students 16 Foreign Credential Evaluation 16 Financing Your Education Costs of Graduate Study 18 Payment Options 18 Sources of Financial Aid 18 Applying for Financial Aid 19 Refund Schedule 19 Graduate Programs Master of Arts in Education 20 Master of Arts in Leadership 34 Post-Master’s Certificate in Leadership Studies 40 Dual degree—BA, Accounting/Master of Arts in Leadership 40 Master of Arts in Nursing 43 Doctor of Nursing Practice 49 Master of Business Administration 54 Concentrations and Certificates 57 Dual degree—Master of Social Work/MBA 58 Master of Science in Physician Assistant Studies 61 Master of Social Work 68 Dual Degree with Luther Seminary—MSW/MA, Theology 75 Dual degree—MSW/Master of Business Administration 76 College Information Maps (Minneapolis and Rochester campuses) 81 Augsburg Board of Regents 82 Augsburg College I 5 Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Graduate Admissions Office: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts International Student Advising (ISA): 612-330-1686 or http://www.augsburg.edu/isa/ Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-330-1000 Graduate Catalog I 6 About Augsburg College About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. the following graduate programs: Master of Arts in Education (MAE)—see p. 20 Master of Arts in Leadership (MAL)—see p. 34 Master of Arts in Nursing (MAN)—see p. 43 Master of Business Administration (MBA)—see p. 54 Master of Science in Physician Assistant Studies—see p. 61 Master of Social Work—see p. 68 Doctor of Nursing Practice—see p. 49 Mission Statement Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a nontraditional weekend and evening schedule. Augsburg offers Dual degrees: BA in accounting/MAL—see p. 40 MSW/MBA—see p. 58 and 76 MSW/MA in theology, with Luther Seminary—see p. 75 A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Missis- Augsburg College I 7 About Augsburg College sippi River and the Seven Corners theatre district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Graduate Admissions Office at 612-330-1101 or the Rochester program office at 507-288-2886. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center is the hub of college life. The new firstfloor student lounge area offers games, TV, and a place to gather. Also in Christensen Center are Cooper’s Coffee Shop, the Commons dining areas, Christensen Center Art Gallery, and offices for student government and student publications. Both the Graduate Admissions Office and the Office of Undergraduate Admissions for Day College are located here. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library The Graduate Admissions Office is located on the upper level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Augsburg for Adults Office Kennedy Center Admissions Offices Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Augsburg Abroad This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Graduate Catalog I 8 Melby Hall About Augsburg College Murphy Place Murphy Place is home to three of the four components of the Office of International Programs—Augsburg Abroad, Center for Global Education, and International Student Advising. It is also home to the four support programs for students of color—American Indian Student Services, Pan-Afrikan Center, Pan-Asian Student Services, and Hispanic/Latino Student Services. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, Augsburg for Adults, the Master of Business Administration program, the Master of Arts in Leadership program, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. ing the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and off-campus. Computing Students have access to over 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in the Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to offcampus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the Registrar’s student services are available securely on the Inside Augsburg web page http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours dur- • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) Augsburg College I 9 About Augsburg College • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • Higher Education Consortium for Urban Affairs (HECUA) • Minnesota Private College Council (MPCC) • Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. • Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. • Enrollment (fall )—4,109 students from 26 countries. Graduate student enrollment is 920. • Alumni—Appox. 24,000 alumni since 1870, including over 1,200 graduate program alumni. • Student/Faculty ratio—13 to 1 • Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP • Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. • Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program • Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. • Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. • Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy on page 66.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. • Campus—18 major buildings. Major renovations to classrooms in 2007. • Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Graduate Catalog I 10 FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands About Augsburg College that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very Augsburg College I 11 Academic Programs and Policies Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P Represents work at 3.0 or higher (not counted in grade point average) N No credit (not counted in grade point average) V Audit W Withdrawn I Incomplete X In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Graduate Catalog I 12 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistan must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, in- Academic Programs and Policies cluding library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Degree Requirements Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). Augsburg College I 13 Academic Programs and Policies The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. Graduate Catalog I 14 The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. Academic Programs and Policies College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) Augsburg College I 15 Graduate Admissions Graduate Admissions Admission to Augsburg College All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution. All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education—p. 20 the United Kingdom, Ireland, English-speaking Canada, New Zealand or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Readmission to the College The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). www.augsburg.edu/mae MA, Leadership—p. 34 www.augsburg.edu/mal MA, Nursing,—p. 43 www.augsburg.edu/ma_nursing DNP—p. 49 www.augsburg/edu/dnp MBA—p. 54 www.augsburg.edu/mba MS, PA Studies—p. 61 www.augsburg.edu/pa MSW—p. 68 www.augsburg.edu/msw English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • TOEFL (http://www.toefl.org/) (Test of English as a Foreign Language) score report of 80 on the Internet Based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) • IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5. • MELAB (http://www.tsa.umich.edu/eli/testing/melab/) (Michigan English Language Assessment Battery) score report of 80, and score report must be accompanied by an official letter from the testing coordinator. • Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, Graduate Catalog I 16 Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited U.S. bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your Graduate Admissions cumulative grade point average using the standard U.S. grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Adult and Graduate Admissions Office. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Augsburg College I 17 Financing Your Education Financing Your Education Costs for Graduate Studies Sponsored Scholarships Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is non-refundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Graduate Catalog I 18 Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • a member of the military currently serving full or part time (any branch) • veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Augsburg for Adults undergraduate and graduate programs. Contact the Graduate Admissions Office or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. Tribal and State Indian Scholarships American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Financing Your Education Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. For further information, contact the Enrollment Center, 612330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students ingood academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Finanical Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. Contact the Enrollment Center For information on cost, payments, financial aid, tuition discounts, and refunds: 612-330-1046 or 1-800-458-1721 enroll@augsburg.edu www.augsburg.edu/enroll Augsburg College I 19 Master of Arts in Education Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all fulltime faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Graduate Catalog I 20 Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service edu- cation and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion programs. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment course—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school specialty area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. • K-12 special education, emotional and behavioral disabilities • K-12 special education, learning disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: • Pre-Kindergarten endorsement • K-12 special education: emotional and behavioral disabilities • K-12 special education: learning disabilities • K-12 reading endorsement (This program is under revision. Consult the Education Department for current status.) Augsburg College I 21 Master of Arts in Education All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. For a complete list of accreditations, approvals, and memberships, see page 9. area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet two or three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and preprimary specialty Graduate Catalog I 22 Curriculum—Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-kindergarten can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) Master of Arts in Education EED 342 EED 350 EED 360 EED 370 EED 380 EED 386 EED 481,483 K-6 Methods: Music (.25) K-6 Methods: Math (1.0)* K-6 Methods: Science (1.0)* K-6 Methods: Social Studies (.5) Kindergarten Methods (.5)* Children’s Literature (.5) Student Teaching (2.0) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-K endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. (Prereq.: Admission to department) EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy instruction, development, and assessment. In this course, students will investigate theories, research, and practices involved in K-6 literacy instruction. Students will examine different methods and approaches for teaching literacy in K-6 classrooms, and the knowledge and theory underlying those approaches. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) Augsburg College I 23 Master of Arts in Education EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. Over the course of the trimester, students will begin to construct an understanding of literacy education from a teacher’s perspective. Two primary goals for this course are: (1) to understand and analyze school and classroom environments; (2) to understand the interconnections between assessment, instructional planning, and individual learners. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) Graduate Catalog I 24 EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program and program portfolio. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through self-evalu- Master of Arts in Education ation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas will likely need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EDC 490/580 School and Society See course description on page 23. ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). Augsburg College I 25 Master of Arts in Education ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5– 12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. Graduate Catalog I 26 K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Licensure Requirements Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 315 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Special Education Critical Issues Seminar (.5) Teaching Students with Emotional/Behavioral Disabilities (1.0)** Implementing Assessment Strategies (1.0)** Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices (1.0)** Parent and Professional Planning (1.0)** Master of Arts in Education Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525) EED 350 K–6 Methods: Math* EED 360 K–6 Methods: Science* SPE 481,483 Student Teaching (1.0-2.0) 485, 487 *Ten to 20 hours of field experience required as part of this course. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K–12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to the special education tribal cohort program. SPE 501 SPE 503 SPE 504 SPE 505 SPE 506 Historical and Contemporary Issues in American Indian Education Assessment of American Indian Learners Working with American Indian Families and Communities The Manifestation of Multigenerational Trauma and Internalized Oppression Indigenous Learners SPE 507 Indigenous Methods of Instruction: Practical Application SPE 508 Professional Issues and Development (.5 course credit) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483, Student Teaching (1.0–2.0) 485, 487 Special Education Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) See course description on page 23. EDC 200/522 Orientation to Education in an Urban Setting See course description on page 23. EDC 206/566 Diversity/Minnesota American Indians See course description on page 23. EDC 220 Educational Technology (.5 course) See course description on page 23. EDC 310/533 Learning and Development in an Educational Setting See course description on page 23. EDC 410/544 Learners with Special Needs See course description on page 23. EED 225 Foundations of Literacy See course description on page 23. EED 325/525 K-6 Literacy Methods See course description on page 24. EED 326 Literacy Field Experience (0.0) Taken concurrently with EED 325/525. See course description on page 24. EED 350 K-6 Methods: Mathematics See course description on page 24. EED 360 K-6 Methods: Science See course description on page 24. SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. (Prereq: Admission to department.) SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It ad- Augsburg College I 27 Master of Arts in Education dresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: Admission to department) SPE 501 Historical and Contemporary Issues in American Indian Education This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. (Prereq: Admission to the Naadamaadiwin program) SPE 502 American Indians and Special Education This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the department) SPE 503 Assessment of American Indian Learners This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 504 Working with American Indian Families and Communities This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression This course will focus on how multigenerational trauma and Graduate Catalog I 28 internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 506 Indigenous Learners This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 507 Indigenous Methods of Instruction: Practical Application Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 508 Professional Issues and Development (.5 course credit) This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and Master of Arts in Education motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department) K-12 Reading Teacher Endorsement SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission to department) The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction. SPE 420/520 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: Admission to department). SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: Admission to department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the department). SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: Admission to department). SPE 481, 483, 485, 487 Student Teaching (1.0–2.0) The K-12 Reading Teacher Endorsement program is currently under revision. The program described here is available only to students beginning before September 1, 2010, and must be completed by August 31, 2012. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. These courses include: EED 520 K-6 Methods: Reading (1.0)* ESE 500 Reading/Writing in the Content Areas (1.0)* EDC 505 K-12 Literature in the Classroom (.5) EDC 508 K-12 Reading Assessment and Evaluation (1.0)* EDC 510 Clinical and Reading Program Leadership (1.0)* *Field experience required Students beginning in fall 2010 or later who are interested in a K-12 Reading Endorsement should contact the Education Department. Student Teaching All education students are required to complete student teaching in their content area. In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary and secondary initial licenses lasts 12–14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching, depending on the license, and meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possi- Augsburg College I 29 Master of Arts in Education ble, pending district approval. Additional information is available through the Education Department. Student teaching is required for the preprimary and middle school content area endorsements. See the Education Department for more information. A supervised practicum for the reading endorsement is completed as EDC 510 Reading Clinical. No further student teaching is required for this endorsement. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the total number of required courses. To complete the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration. Leadership Application Project (LAP) Degree Completion Option This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods (In limited cases ML 513 Creating a Compelling Literature Review or EDC 592 Action Research 1 might also be appropriate. See MAE director for more information.), and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. Students who leave the area and need to complete their final project at a distance may find the LAP fits their needs. The goal for the project varies, depending on the type of LAP. There are two options within the LAP. • The goal for those developing an educational product is to identify an issue or problem related to their practice, and Graduate Catalog I 30 after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a web site, an article for publication or other appropriate educational product. • The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an adviser who is willing to provide support throughout the project. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Performance Assessment/Teacher Leadership Degree Completion Option (Currently under development; see MAE director for information.) This degree completion option requires a minimum of the following 4.0 courses: • Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as developed, may also be used. • EDC 5XX Teacher Leadership • EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if necessary) • EDC 5XX Performance Assessment/Teacher Leadership Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the licensure portion of the Master of Arts in Education program is now offered in Rochester. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. Elementary education The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students currently working with or Master of Arts in Education planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. tative and quantitative tools will be discussed. EDC 514/ML 514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on designing an independent research proposal. MAL Elective Courses MAE degree completion courses are currently held in Minneapolis. Graduate Degree Completion Course Descriptions EDC 5XX Teacher Leadership This course will explore generative questions about leadership, change, and our own paradigms, visions, and values. Questions like the following are at the heart of this course: What does it mean to you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader? What are the ways in which teachers can take leadership? What are the skills and tools of teacher leadership? How do we bring about change? Who am I as a leader? EDC 585 Leadership Application Project (LAP) The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. EDC 592 Action Research 1 This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. EDC 593 Action Research 2 The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. P/N grading. EDC 5XX Performance Assessment/Teacher Leadership This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Quali- At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 ML 511 ML 520 ML 530 ML 531 ML 545 ML 550 ML 560 ML 565 ML 599 Visions of Leadership: A Historical and Literary Journey Creativity and the Problem-Solving Process Self-Identity, Values, and Personal Growth Ethics in Communication The Dynamics of Change Decision Making and Leadership Communication, Decision Making, and Technology Developing a Multicultural Perspective Women and Leadership Special Topics (as appropriate) Admission to MAE Admission Requirements Students admitted into the MAE program must have: • bachelor’s degree from a regionally-accredited four-year institution • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5–3.0 may be admitted conditionally into the graduate licensure program. They may apply to the MAE full licensure and degree program after achieving 3.0 or better in two (2.0) Augsburg courses. Application Checklist The following items must be sent to the Augsburg Graduate Admissions Office: • Completed application form— http://www.augsburg.edu/admissions/mae/admissions/ • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the admissions office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Augsburg College I 31 Master of Arts in Education Transfer Policy Acceptance of previous education coursework done at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. tion Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of 2.0 courses. When this is achieved, these students file a Change of Status form (available through the MAE coordinator) to become fully admitted to the MAE program and eligible for the MAE degree as well as licensure. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license but are not eligible for the degree. Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified by the Graduate Admissions Office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department adviser early in the first trimester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Educa- Graduate Catalog I 32 Minimum Grade Policy Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are notified that they must repeat the course as soon as possible and raise it to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA. Students have the right to use the College’s academic grievance procedure as they feel necessary. The full academic grievance policy is available in the Augsburg Student Guide. Master of Arts in Education Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a servicelearning framework, providing service to the school and classroom while also providing pre-service student opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progression through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the registrar’s office. Program Costs In addition to tuition, students in this program can expect to pay an extra per-course fee for student teaching, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. MAE/Education Department Full Time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Shelley Burkhardt, Instructor of Education. BA, Valparaiso University; MS, Mankato State University. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Dennis Greseth, Instructor of Education. BA, MS, Winona State University. Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of Wisconsin-Madison. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Lynn Lindow, Associate Professor of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Dana L.Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. MAE/Education Department Adjunct Faculty Kathy Acursso, Instructor of Education. BS, MS, Mankato State University. Jacquylynn Brickman, Instructor of Education. BA, Augsburg College; MEd, St. Mary’s University. Steve Felton, Instructor of Education. BA, St. John’s University; BS, MS, Mankato State University. Cheryl Gresczyk, Instructor of Education. BA, University of Minnesota; MA, College of St. Thomas. Deborah Katz, Instructor of Education. AB, Stanford University; EdM, Harvard Graduate School of Education; EdD, National-Louis University. Jennifer Plucker, Instructor of Education. BS, Moorhead State University; MEd, St. Mary’s University-Winona. Alyssa Snyder, Instructor of Education. BA, Augsburg College; MA, University of St. Thomas. Melissa Sonnek, Instructor of Education. Augsburg College I 33 Master of Arts in Leadership Master of Arts in Leadership The study of leadership is an exciting and respected discipline. We are very pleased at your interest in this growing field and welcome you to this catalog information about Augsburg’s distinctive Master of Arts in Leadership (MAL). The Augsburg MAL program offers students an excellent opportunity to explore leadership within the context of a broad-based and interdisciplinary curriculum. The program is designed to provide you with the enhanced skills you need to be a 21st century leader. The hundreds of graduates who have completed this program can attest to the quality, rigor, and relevance of studying leadership at Augsburg. MAL courses are taught by top faculty drawn from a variety of disciplines. The core of the MAL is a commitment to interdisciplinary teaching, and the success of our students is linked to the education they received in our program. As you read through the program options and requirements, you will see that there is considerable flexibility built into the MAL to provide you with the opportunity to pursue your interests in leadership studies. New students in the classic classroom model may enroll at the start of any of our regular terms, and admission decisions are made on a rolling basis throughout the year. Cohorts of the integrated hybrid model begin each summer. The study of leadership is central to what we are at Augsburg College. Our institutional mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. An Augsburg education is all about training leaders—in fact, MAL was the very first graduate degree to be offered by the College and is celebrating its 25th anniversary in 2012. Again, congratulations on your interest in enhancing your career through the study of leadership. Please let us know if there is anything we can do to assist you. Alan J. Tuchtenhagen Director, Master of Arts in Leadership Graduate Catalog I 34 Master of Arts in Leadership MAL Mission The primary purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The Master of Arts in Leadership (MAL) is the core program of Augsburg’s Center for Leadership Studies (CLS). The MAL program, which was launched in 1987, responds to the leadership development needs of both for-profit and not-for-profit organizations. While different in structure and purpose, most organizations seek leaders with the following qualities: a vision that is ethically and morally responsible, extending beyond immediate concerns; an understanding of how change occurs and affects the immediate environment; a sensitivity to the complex problems organizations face; an ability to achieve solutions consistent with an organization’s mission; the ability to motivate and inspire individuals and groups to work toward a common goal; and the ability to effectively represent the organization both internally and externally. The MAL program provides a means by which individuals may discover and refine these and other abilities fundamental to effective leadership. Leadership studies is a growing field in American higher education, and the MAL program has significantly developed and modified its curriculum in response to new trends in the field. The program has a deep theoretical base in leadership studies yet attempts also to offer its students practical approaches to leadership that can be applied in the workplace and society. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. During the academic year, most classes meet on alternate Saturdays for four hours. Some classes meet on Monday evenings weekly from September through May and two evenings a week in June. Most courses incorporate some online work into their agenda. A few courses have a customized schedule. In the Monday night schedule, students take one course at a time; a course usually meets for seven consecutive weeks except in June, when a course may meet twice a week. Following this model, students complete six courses during the academic year. Community of Learners Essential to the goals of the MAL program is participation in a community of learners. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master’s program. A sample class schedule in the MAL program on the Minneapolis Campus Period I Saturday 8 a.m. to noon Period II Saturday 1 p.m. to 5 p.m. Note: Each class taken commits a student to either Period I or Period II, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. Augsburg College has a summer session. The MAL program usually offers several classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. Class Schedule in Bloomington, 2010-11 At the St. Stephen Campus in Bloomington, most courses meet for seven consecutive weeks on Monday, 6–10 p.m., from September through May. Students take one course per half term as they progress through the program. In June a course is taught on an accelerated plan either two evenings a week or one weekend day. The final course, ML 588, lasts a full trimester. Leadership Development Model Leadership Development Model—Augsburg College The MAL program promotes leadership as a process that • inspires cooperation among people who must compete for limited resources, • promotes productivity within and beyond the organization, and • works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Augsburg College I 35 Master of Arts in Leadership Leadership Development Model Leadership Orientation Toward Action Sense of Vision Ethical • Social awareness • Environmental awareness • Tolerance of religious and philosophical differences • Appreciation of situational complexity Creative • Long-term perspective • Flexibility • Adaptability • Innovativeness Risk Assumptive • Curiosity • Achievement motivation • Self-esteem Curriculum Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with it successfully requires well-developed integrative abilities. In Plans A, B, and C, students take four core courses and have a choice of seven electives from a large list of elective courses. In the cohort program, students follow a sequenced list of required and elective courses. Final project options For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C). Students in the cohort option must complete an action research final project (Plan D). All final projects are taken on a Pass/No Pass basis. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a Graduate Catalog I 36 Facility for Persuasion Communicative • Effective listener • Effective speaker • Effective writer • Diplomatic ability • Effective team member • Interpersonal sensitivity Culturally Aware • Appreciation for cultural differences • World-view perspective • Tolerance of individual differences Decisive • Self-confidence • Analytical ability • Ability to think critically • Understanding of research • Ability to manage conflict thesis or a major leadership application project. In the NonThesis Option (Plan B), students must complete 11 courses, two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 courses, including the comprehensive exam seminar. In the cohort program, students complete 11 courses, including an action research final project seminar (Plan D). Plan A: Thesis/LAP Option Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together” what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy on page 12. Master of Arts in Leadership Plan B: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy on page 12. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a pass/fail basis, and when the course and the oral, written, and takehome examinations are successfully completed, the program requirements will be satisfied. Plan D: Final Project (Cohort Program) The cohort option includes a final seminar in which one prepares an action research project during the course of one trimester. This final project is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar: Action Research Core courses for the thesis/LAP option (Plan A): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II Core courses for non-thesis option (Plan B): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 597 Non-Thesis Independent Project Core courses for the comprehensive exam seminar option (Plan C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar Core courses for the cohort final project program (Plan D) (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 588 Final Project Seminar: Action Research In addition, a sequenced list of electives is prepared for each cohort. Elective courses for ALL options: Curriculum Electives (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0 course credit (4 semester credits): ML 511 Creativity and the Problem-Solving Process ML 513 Creating a Compelling Literature Review ML 520 Self-Identity, Values, and Personal Growth ML 525 Personality and Systems Theory: Perspectives on Leadership ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organization Theory and Leadership ML 538 Communication Skills for Leadership ML 539 Communicating a Self in the Modern Organization ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 548 Coaching and Consulting ML 550 Communication, Decision Making, and Technology ML 553 Design and Leadership ML 557 Language of Leadership ML 558 Leadership and Science ML 560 Developing a Multicultural Perspective ML 562 Global Multiculturalism, World Religions, and Leadership ML 565 Women and Leadership ML 568 The Global Business Environment ML 570 Negotiation ML 574 Strategic Leadership ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience ML 580 ML 598 ML 599 Colloquium on Contemporary Theories of Leadership (elective for Plan A) Independent Study (special permission required) Topics: special courses offered only once or twice Augsburg College I 37 Master of Arts in Leadership Course Descriptions ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 513 Creating a Compelling Literature Review As leadership scholars and practitioners, our work should be evidence-based. The purpose of this course is to explore the published literature to determine what credible evidence tells us about effective leadership practices. Students will learn how to read research critically, analyze and develop arguments, and recommend best practices. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. ML 525 Personality and Systems Theory: Perspectives on Leadership Study of leadership in the dual context of personality theory and systems theory. Contributions of Jung, Fromm, Maslow, May, and others to personality theory are considered, as are the systems theories of von Bertalanffy and Bateson. The theories are applied to the concrete realities of leadership in a variety of settings. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Graduate Catalog I 38 ML 531 The Dynamics of Change This course offers an exploration of the context of social change and varying responses to diverse human needs. Ways of achieving well-being may be viewed differently by leaders in public and private domains and across cultures. The course explores these various perspectives, including areas of conflict and opportunities for leadership in social and organizational change. Sociological, human development, and economic theories are applied to contemporary public and private sector issues for social change. ML 535 Organization Theory and Leadership In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 538 Communication Skills for Leadership The course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. A substantial performance component is included; evaluation of student work is based on mastery and performance of these skills. Students will perform communicative tasks in a variety of genres and evaluate their own performances and those of class members. ML 539 Communicating a Self in the Modern Organization Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. ML 540 Political Leadership: Theory and Practice Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. ML 545 Decision Making and Leadership Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. ML 548 Coaching and Consulting The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, Master of Arts in Leadership and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 553 Design and Leadership “Design thinking” has transcended the world of engineering and architecture and is now a mainstream concern for most industries. This course explores the impact of “design thinking” on leadership, especially in the business world. ML 557 Language of Leadership Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 558 Leadership and Science Explores the common methods of science and the issues that science has encountered which affect the uses of science by leaders in the public and private sectors. Case studies include global warming and politics, psychology, and medicine. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the U.S. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 562 Global Multiculturalism, World Religions, and Leadership In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion as an essential feature of the cultures of the U.S. (Christianity), the Middle East (Islam), India (Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special emphasis is put on leadership and religion in all these cultures. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. ML 568 The Global Business Environment Knowledge of the global business environment in the context of leadership studies is essential for modern, successful leaders and other professionals. The course complements other offerings in the international cultural understanding of leadership. ML 570 Negotiation An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. ML 574 Strategic Leadership The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the U.S. government and nonprofit organizations are explored. Special fees apply. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML 510) Required for Plans B, C, and D. ML 588 Final Project Seminar: Action Research (Plan D) In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. This course will span two half-terms (one full trimester). ML 589 Comprehensive Exam Seminar This course is a completion option for the Master of Arts in Leadership. Students prepare for the examination series—oral, written, and take-home—through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. ML 592 Thesis/LAP Consultation I Independent research project supervised by an academic adviser. Augsburg College I 39 Master of Arts in Leadership ML 593 Thesis/LAP Consultation II Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project Major written project in an area of the student’s choice, to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. ML 598 Independent Study Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Special Programs Post-Master’s Certificate in Leadership Studies Graduate students who already possess a master’s degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership development, or the liberal arts. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the post-master’s certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Graduate Catalog I 40 General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper • GPA of at least 3.30 • Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller. Admission to MAL Admission Requirements Applicants to the program must have: • Bachelor’s degree from a regionally-accredited four-year college or university • Minimum cumulative undergraduate grade point average of 3.0 (on a scale of A = 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-bycase basis. • Applicants to the program must have three years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. • Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission to each entering graduate class will be given to the most highly qualified individuals. Admissions are handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following materials must be submitted to the Graduate Admissions Office: • Completed application form • $35 nonrefundable application fee • A 1–3 page statement relating the applicant’s career and life goals to leadership aspirations Master of Arts in Leadership • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Graduate Admissions Office, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students on page 16. Academic Policies Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate a student must have a G.P.A. of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML 597) will be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Office of the Registrar. Students who have been out of the program for three to five years must take one additional course to refresh their understanding of the field. Students who have been out of the program for five years or longer must take two additional courses to refresh their understanding of the field of leadership studies. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, see page 9. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Graduate faculty member in organizational management, Concordia University, St. Paul. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther Northwestern Theological Seminary; PhD, University of Minnesota. John Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA, University of Rhode Island. Daniel S. Hanson, Assistant Professor of Communication Studies. BA, Augsburg College; MA, University of Minnesota. Garry Hesser, Sabo Professor of Citizenship and Learning. BA, Phillips University; M.Div., Union Theological Seminary; MA, PhD, University of Notre Dame. Augsburg College I 41 Master of Arts in Leadership David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor of Political Science and Director of the Center for Leadership Studies and the MAL Program. BA, University of Pennsylvania; MA, PhD, Indiana University. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MS, Academy of Economics, Warsaw; PhD, Academy of Economics, Krakow, Poland. Catherine Paulsen, Instructor. BA, St. Olaf College; MA, Lone Mountain College. Curtis Paulsen, Associate Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, Fielding Institute. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, MA, Program Coordinator Graduate Catalog I 42 Master of Arts in Nursing Master of Arts in Nursing Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice and advance your careers. The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural nursing in community or transformational nursing leadership tracks of study. The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness. In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and responsible leaders. Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program Augsburg College I 43 Master of Arts in Nursing Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. Curriculum Transcultural Nursing in Community The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC). Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all master’s students must take; five courses from the Transcultural Nursing in Community Track; and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care (36 practice hours) NUR 503 Transcultural Health, Families, and the Life Cycle (36 practice hours) NUR 541 The Politics of Health Care (72 practice hours) Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community (36 practice hours) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities (72 practice hours) Graduate Catalog I 44 or NUR 530 NUR 532 The Power of Ritual and Ceremony for Transformation** Transcultural Healing Practices** Electives—two graduate elective courses from Nursing, MAL, or another graduate program. *Students seeking certification as an Advanced Public Health Nurse from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. **Course has 0 practice hours. Graduate Project—students are required to complete a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project (144 practice hours) Transformational Leadership and Management The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level healthcare delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students’ competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a transformational leadership project course. Three courses in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in the Transformational Leadership and Management Track, and three elective courses make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nurs ing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transformational Nursing Leadership Track (four courses)* NUR 501 Transcultural Care Systems (36 practice hours) Master of Arts in Nursing NUR 521 BUS 520 ML 541 Transformational Nursing Leadership (72 practice hours) Management of the Healthcare Organization The Politics of Health Care (72 practice hours) Electives—three graduate elective courses from Nursing, MAL, or another graduate program. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students have the educational preparation to be eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone of the master’s program: a graduate field project or course. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. In the three core courses students will develop a plan for their final field project, which will be completed in NUR 525. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. Practica These practice experiences include fees for travel and education costs onsite in addition to course tuition. Fees vary by practice site. Graduate Project Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica, all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across healthcare settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-Campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg’s Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities offer four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and healthcare challenges within Course Descriptions NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural healthcare organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the Augsburg College I 45 Master of Arts in Nursing function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, healthcare patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community This course focuses on persons, families, and groups living in relationship. Emphasis is on applying the core functions of community/public health—assessment, policy development, and assurance. Principles of epidemiology, population demographics, and culture care are integrated into community-focused healthcare delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and healthcare provisioning. (Prereq.: NUR 510) (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) (36 hours of practice experience) Graduate Catalog I 46 NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (36 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice experience) NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and healthcare practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. Master of Arts in Nursing NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to healthcare resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and the Millennium Development Goals (MDGs) in Sub-Saharan Africa This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the competence of healthcare providers—are examined in relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Healthcare Organization This course provides an overview of the key organizational and behavioral concepts that underlie effective management practices in healthcare organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the healthcare system, e.g., issues of access and cost. Admission to MAN • Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework • Experience as a registered nurse • Current nursing license • All required immunizations • National Criminal Background check A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter (January), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Graduate Admissions Office: • Completed application form— www.augsburg.edu/ma_nursing/ • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant’s professional and educational goals • Three letters of recommendation—in English—addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations • Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred. An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission Requirements Academic Policies Applicants into the Master of Arts in Nursing program must have: • Bachelor’s degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree. Evaluation Standards Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0point scale. See detailed information on page 12. Augsburg College I 47 Master of Arts in Nursing Attendance Policy Department of Nursing Faculty Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and course instructor. Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas. Academic Probation and Dismissal Policies Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. Credit and Contact Hours Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. Last Day to Withdraw from Class The last date on which students may withdraw from a class and receive a “W” on their records is available on the Grad/Weekend College calendar: www.augsburg.edu/enroll/calenders/index.html. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools.For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Graduate Catalog I 48 Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg College. Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Doctor of Nursing Practice Doctor of Nursing Practice The Doctor of Nursing Practice program prepares nurses to envision new models of advanced practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is placed on maximizing health within populations and communities through peaceful, collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN). Program Goals Graduates of the Doctor of Nursing Practice program will have advanced preparation to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities • Challenge conventional knowledge about illness through an ecological approach to social determinants of health • Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each term. As a part-time student, completion of the program is expected to be 32 months, including completion of the capstone project. The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge application among diverse cultural groups. The goal is to improve health and decrease inequities that lead to unnecessary morbidity and mortality in communities. Didactic A total of seven didactic courses constitute the DNP core, with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a month with a half-day for seminar on the subsequent day. sions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as follows: • (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12 weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester • (.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12 weeks = 72 “clock” hours of practicum time per semester • (.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12 weeks = 108 “clock” hours of practicum time per semester • (1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12 weeks = 144 “clock” hours of practicum time per semester Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will participate in a seminar (.25 course credits) every term until completion. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser. Curriculum Practica Didactic Courses Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immer- NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic Between Knowledge and Engagement This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for Augsburg College I 49 Doctor of Nursing Practice acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context-specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence suited to particular transcultural issues, practice modes building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to concerns of people marginalized by dominant health systems. NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing Abundance This course in applied ethics focuses on health as a human right with emphasis on the development of skills in community building as citizen professionals. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. NUR 803 Transcultural Cosmologies and a Global Perspective This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to dverse cultural expressions of health and illness. NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and Health Care This course focuses on communities as the foundation of health by recognizing strength in community residents and models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be emphasized. Skill building in participatory action processes will occur. NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Graduate Catalog I 50 NUR 806 Ecology of Human Suffering in a World of Extremes This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bioscientific models of curing. Practica Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, selfdirected practice experiences mentored by faculty. All practica are designed to develop students’ individual practice interests and skills. Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica into a plan of study include the following: • Practica will be completed incrementally throughout the DNP program. • Students may register for varying practica and credits each term, including summer • Practicum hours may be completed at the student’s job site, if approved by a supervisor and the nursing faculty adviser, but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP program expected student outcomes. • Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert knowledge related to a particular phenomenon of interest to the student. • Students will develop objectives for practicum experiences in collaboration with faculty advisers and keep a record of practicum work in a professional portfolio. • Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000 practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the DNP program. Doctor of Nursing Practice The following are examples of directed study practica and immersion practicum experiences developed and led by faculty in the DNP program: NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours) Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours) In this practicum students live on the Pine Ridge Indian Reservation in western, South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care systems and beliefs about health and illness are compared and contrasted with Western biomedical care and the politics of health care provided through the Federal Government’s Indian Health Service (IHS) are examined. NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours) In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum hours) This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. NUR 752 Health Care on the Mexican–U.S. Border (0.5 course credits 72 practicum hours) This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the context of displaced communities. Participants meet face to face with immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of the U.S.– Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and efforts to achieve social justice. NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144 practicum hours) This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in Sub-Saharan Africa (.5 course credit, 72 practicum hours) Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage healthcare professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of healthcare providers— in relation to the unequal burdens of suffering and disease evident in Africa. NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course credits, 144 practicum hours) Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience the challenges care systems face in providing health care within geographically and economically extreme contexts where isolation, poverty, and virulent disease are epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy provide opportunities to collaborate and practice with nurses and other healthcare professionals striving to provide culturally safe and effective health care to one of the world’s “first peoples.” NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5 course credits, 72 practicum hours) An immersion in the inner city of Minneapolis provides expe- Augsburg College I 51 Doctor of Nursing Practice rience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among the community of people who visit the Augsburg Central Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore issues of health and social reality with cultural guides from the inner city populations and with nurses who work effectively with them. Seminars NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP) Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Elective courses Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing specialty focus. These credits may be chosen from within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by Master of Arts in Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of Arts in Education. This allows students to take optimal advantage of the richness and diversity of opportunities afforded through Augsburg College graduate programs. Admission to the DNP Admission Requirements Applicants to the Doctor of Nursing Practice program must have: • Earned master’s degree in nursing from a nationally accredited institution • GPA of 3.2 on a 4.0 grading scale in master’s in nursing program • A current unencumbered RN license to practice in the U.S. • Evidence of a completed graduate research course • Evidence of up-to-date immunizations • Satisfactory results of a certified federal criminal background check Graduate Catalog I 52 Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) • Three professional references • An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). Transfer of credits Transcripts of students who have completed a master's degree in nursing or other graduate work are required for admission to the DNP. Doctoral credits may be transferred into the DNP program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The process of obtaining transfer credit must be initiated by the student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of course content will be needed to initiate transfer of courses into the DNP program. To qualify for credit the practicum hours must be officially documented from the master’s degree program. Doctor of Nursing Practice Students may transfer up to 600 practicum hours that were earned and documented in their master’s degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP degree. Program Staff Accreditation Linden Gawboy, Administrative Assistant Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. Patricia Park, Program Coordinator, MA, Augsburg College. Sharon Wade, Administrative Coordinator, BA, Augsburg College. The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is scheduled for March 2011. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Department of Nursing Faculty Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College. Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College. Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Augsburg College I 53 Master of Business Administration Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a demanding and proven accelerated program focusing on practical skills, knowledge, and teamwork built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Steven M. Zitnick Director, Master of Business Administration Program Graduate Catalog I 54 Master of Business Administration MBA Mission To prepare students for professional careers in business by developing their decision-making skills and judgment, and by transforming them into effective managers and leaders. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. MBA Program Overview groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Today’s business leader must be able to quickly analyze situations and information and critically think through alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Course Credit Accreditation Full-credit MBA courses consist of seven four-hour sessions. Classes meet one night each week with an occasional Saturday session. The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. Plan of Study The Augsburg MBA is an accelerated, part-time program that allows working professionals to complete an MBA degree in fewer than 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours with the expectation of substantial independent and group study offered through the web-based electronic course management system. Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. The general Augsburg MBA consists of 13 courses that can be completed in fewer than 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and six additional courses that focus on their chosen area of interest. An MBA with a concentration can be completed in 28 months. Academic Calendar Currently, the Augsburg MBA uses the trimester schedule as well as a summer session. As of fall 2011, the Augsburg MBA will follow the semester schedule, including summer sessions. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two fullcredit courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA department. The Augsburg MBA The 13 required courses of the general Augsburg MBA are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior Augsburg College I 55 Master of Business Administration MBA 550 MBA 560 MBA 565 MBA 570 MBA 575 MBA 592 MBA 595 MBA 580 Marketing Management Communication Issues in Management Managing in a Global Environment Quantitative Decision Making for Managers Strategic Technology Leadership: Ethics, Service, and Transformation Strategic Management Management Consulting Project (Capstone) MBA Course Descriptions MBA 510 Managerial Economics Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, breakeven calculation, and capital budgeting. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. MBA 540 Business and Professional Ethics An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 545 Organizational Development/Behavior Theory and application of organizational development (OD) of human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of OD strategies. Graduate Catalog I 56 MBA 550 Marketing Management Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 580 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. MBA 592 Leadership: Ethics, Service, and Transformation Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. Master of Business Administration MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses. Students may choose one of five concentrations: finance, marketing, international business, human resources management, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. The nine required core courses are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior MBA 550 Marketing Management MBA 570 Quantitative Decision Making for Managers MBA 580 Management Consulting Project (Capstone) MBA 592 Leadership: Ethics, Service, and Transformation Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications, and the operations of financial markets. • • • • • • Financial theory and applications Investment theory and portfolio management Financial markets Options and derivatives International finance Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • • • • • • Marketing research Marketing communications Sales management Consumer behavior Technology and e-commerce Strategies in global marketing International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • International business: strategies, trade agreements, and policies • International finance • Negotiations in a global environment • Strategies in global marketing • Global supply chain management • Legal aspects of international business Human Resource Management Concentration The certificate in human resource management prepares human resource professionals for a variety of human resource positions. Successful completion of the certificate program as well as passing the examination and meeting job experience requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR). • • • • • Global human resources Organizational effectiveness Training, selection, and performance Compensation and benefits management Industrial labor relations Healthcare Management Concentration The concentration in healthcare management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today’s healthcare organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of healthcare concepts and decision models that will support the variety of management roles in today’s healthcare environment. • • • • • • Legal and ethical considerations in healthcare management Integrated health delivery systems Healthcare financing Crosscultural issues in health care Global healthcare issues Healthcare operations management (elective) Concentrations as Graduate Certificate Programs For students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, the five concentrations are available as graduate certificate programs. These courses are transcribed as “for credit.” In most cases (depending on employer policies), they will be accepted for tuition reimbursement. Contact the MBA office at 612-3301778 or the Graduate Admissions Office at 612-330-1390 for more information. Augsburg College I 57 Master of Business Administration MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Program Development, Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to p. 76 in the MSW section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 545 Organizational Development MBA 550 Marketing Management MBA 560 Communication Issues for Managers MBA 575 Strategic Technology MBA 595 Strategic Management MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: fall term (September), winter term (January), and spring term (April). Orientation for new cohorts is generally scheduled for one-totwo weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Graduate Admissions Office at 612-330-1390. MBA Advisory Board The MBA Advisory Board is comprised of both active and re- Graduate Catalog I 58 tired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Graduate Admissions Office staff. Admission Requirements Applicants to the MBA program must have: • bachelor’s degree from a regionally-accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checklist The following materials must be submitted to the Graduate Admissions Office: • completed application—Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Graduate Admissions Office • Current résumé of work history • Two confidential letters of recommendation • Official GMAT score report (school code 6014)—not required for certificate applicants Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for Master of Business Administration success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. • Current résumé (unless previously submitted to the Graduate Admissions office) • Any other information that you wish to submit to support your request. Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Graduate Admissions Office or the MBA program office. Eligibility for GMAT Waivers GMAT waivers may be offered to: • Candidates with an appropriate and current GRE score. • Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD,DDS) • Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the U.S. These will be evaluated by the Admissions Committee. (See grade requirement above) • Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program: • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver • Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Graduate Admissions office) Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see p. 12. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the course information on Records and Registration. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. Augsburg College I 59 Master of Business Administration If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraws from the class. Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Degree Requirements Steven Lukas, Instructor, Business Administration. BS, MA, University of Nebraska; EdD, University of St. Thomas. To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher • Successful completion and submission of the management consulting project Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. David Bartlett, Instructor, Economics and Business Administration. BA, University of California-San Diego; MA, University of Chicago; MA, PhD, University of California-San Diego. Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. Nora Braun, Associate Professor of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. C. Lee Clarke, Assistant Professor of Business Administration. BA, Capital University; MDiv, Trinity Lutheran Seminary; MBA, University of St. Thomas. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Graduate Catalog I 60 Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University. Edward Lotterman, Assistant Professor of Economics. BA, MS, University of Minnesota. Roseanne Malevich, Assistant Professor of Business Administration. BS, MBA, University of Wisconsin-Madison. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Master of Science in Physician Assistant Studies Master of Science in Physician Assistant Studies Thank you for your interest in the Augsburg College Physician Assistant Program. I hope you will find the information included in this catalog helpful as you make the decision to pursue your graduate degree in physician assistant studies. Our mission in the Augsburg College Physician Assistant Program is to educate students in a manner consistent with the College’s mission. It is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds, and oriented toward service to underserved populations. Students are educated to be well versed in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Your education here will be guided by a group of faculty who are committed to the physician assistant profession and to seeing you achieve success as a graduate of the program. With a PA degree from Augsburg College, you will stand out as a person who cares about changing the world one person at a time, and who is willing to risk becoming different by building on your strengths. Since its founding in 1995, our program graduates have achieved many successes, some of which include: • The Classes of 2001, 2004, and 2007 scored among the highest mean averages in the nation on the National Board Exam. • 95% of Augsburg College PA graduates have successfully passed the National Board Exam on their first try. • ALL graduates seeking employment in the PA field have been employed within six months of graduation. We believe that this success is due in part to the quality of the education and preparation that the student receives in the Augsburg PA Program. In addition, it speaks to the kind of students we attract; hard working, committed individuals dedicated to their goal of becoming a physician assistant. Choosing the PA Program at Augsburg College will require you to move beyond current comforts and assumptions. You will likely encounter people of different backgrounds, and learn from their experiences to transform yourself into a competent and caring healthcare provider. Here you will begin your lifelong commitment to the care and well being of people. Dawn B. Ludwig, PhD, PA-C Director, Physician Assistant Studies Program Augsburg College I 61 Master of Science in Physician Assistant Studies PA Program Mission The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. The Augsburg Physician Assistant Program was most recently granted accreditation in September 2008. A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. The Physician Assistant Program at Augsburg is 36 months long with studies beginning each year in the summer semester (late May). The program accepts 28 students for each new class. Curriculum Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and ethics and legal issues in medicine. The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. PA Program Sample Calendar Calendar - Year 1 Summer • Anatomy • Pathophysiology Graduate Catalog I 62 Fall • • • Spring • • • • Clinical Medicine I Pharmacotherapy I History and Physical Exam Skills I Clinical Medicine II Pharmacotherapy II History and Physical Exam Skills II Research Tools for the PA Calendar - Year 2 Summer • Master’s Project course Fall • Clinical Medicine III • Clinical Phase Transition • Professional Issues Spring • Clinical Rotations 1, 2, 3 Summer • Clinical Rotations 4, 5 Calendar - Year 3 Fall • Clinical Rotations 6, 7, 8 Spring • Preceptorship • Capstone Course PA Program Course Descriptions Academic Phase (first 19 months) PA 501 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion, and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 503 Human Pathophysiology This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 511 History and Physical Exam Skills I A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive Master of Science in Physician Assistant Studies health care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 512 History and Physical Exam Skills II A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA 511 PA 521 Pharmacotherapy I This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Prerequisites: PA 501 and 503 PA 522 Pharmacotherapy II This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Prerequisite: PA 521 PA 531 Clinical Medicine I with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 532 Clinical Medicine II with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and healthcare disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531 PA 533 Clinical Medicine III : Integrative Health Care This course provides an integrative approach incorporating clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are explored. The Community Seniors unit provides a service- learning experience where students work one-on-one with an elderly person from the community. Prerequisites: PA 532 PA 542 Professional Issues A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Prerequisites: PA student or consent of instructor PA 545 Clinical Phase Transition This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532 PA 555 Research Tools for the PA The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Prerequisites: PA student or consent of instructor. PA 570 Interdisciplinary Perspectives on Aging This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Prerequisites: PA student or consent of instructor PA 599 Directed Study This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature, and produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552 Clinical Phase (17 months) The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12 months is designed Augsburg College I 63 Master of Science in Physician Assistant Studies much like a physician’s internship. Each student is required to progress through seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics, general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such as orthopedics, ENT, dermatology, etc. The clinical phase of the program is designed to effectively train students practice by placing students in healthcare facilities outside the metropolitan area for a minimum of two rotations. The goal is to provide students with one to two locations in which to complete their required rotations to take away some of the financial and travel burdens that a PA student often faces. The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that thestudent has been in for the required rotations, or may be elsewhere in the state. The clinical education is taught by physicians, and supplemented by physician assistants and other healthcare providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. Clinical Phase Descriptions PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of sys- Graduate Catalog I 64 temic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women’s Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women’s health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which Master of Science in Physician Assistant Studies they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Prerequisite: PA 600-607 Admission to the PA Program • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology *Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • Cumulative GPA of 3.2 or higher • Minimum science GPA of 3.0 • Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry • Clinical healthcare experience. Direct patient contact is the best type of experience to obtain in order to strengthen an application. Healthcare experience may be full time or part time, paid or volunteer. • Demonstration of a commitment to, and involvement with, underserved communities. Admission Requirements Note: The Graduate Record Exam (GRE) is not required. Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. PA Studies Application Process Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 250 applications for each entering class of 28 students. Qualified applicants will have: • Bachelor’s degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 • Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. The Augsburg Physician Assistant Studies program has a twostep application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your situation. Augsburg’s PA Program Supplemental Application can be downloaded from www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Since all incoming students begin the course of study in late May, the application is thus made approximately a year before matriculation. Augsburg College I 65 Master of Science in Physician Assistant Studies Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blind review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including cumulative GPA, science GPA, overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), direct patient contact experience, knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted in mid- to late-January. In addition, those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 28 students, as well as a list of alternates will be selected. All applicants are notified of their status by mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for Graduate Catalog I 66 admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices. Thus, functional use of vision is necessary. • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the healthcare team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. • Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. • Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. • Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. • Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Master of Science in Physician Assistant Studies • Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. lected coursework or meet new requirements of the Physician Assistant Program that became effective after the student’s withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. Costs of the PA Program For tuition information go to www.augsburg.edu/pa. Experiential Learning Policy Payment Options The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. See page 14 for information on withdrawal. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. PA Program Faculty Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella University; PA Certification, University of Colorado. Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA Certification, Finch University. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s previous academic record and the request for readmission, a decision will be made. Students may be required to repeat se- Augsburg College I 67 Master of Social Work Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work Graduate Catalog I 68 Master of Social Work MSW Mission Academic Calendar Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. The MSW program meets on a trimester academic calendar, offering classes September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours in the student’s home town and vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar. Program Overview The MSW program prepares social work students for agencybased practice in public and non-profit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with microand macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • learn how an individual lives in and is affected by his or her social environment; • understand how social policies and programs affect individuals, families, communities, and society; • apply theories and methods of practice through the field practicum experience; • use a range of client-centered approaches to practice with client groups of all types and sizes; • engage in practice informed by sound, scholarly research; • evaluate the effectiveness of your social work practice or social work programs; • advocate for eradication of oppression and discrimination; and • be a responsible and contributing citizen in the local and global community. Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses. Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a fouryear program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution have advanced standing. Advanced standing students complete 13 full courses and are enrolled in a one-and-a-half-year program. The part-time option is not offered for students with advanced standing. All students must complete the MSW degree in no more than four years following matriculation. Class Periods Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to noon; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a given trimester. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend three to four hours outside of class working on assignments or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and winter trimesters (a span of six or seven months for each practicum). In the final year of study, students complete a summative document, which requires significant independent research, analysis, and writing. Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Course Credit and Contact Hours A full credit MSW course (1.0) is equal to four semester credits or six quarter credits. Each full course meets for 32 contact hours, with the expectation of substantial independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Program Development, Policy, and Administration [PDPA]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field Augsburg College I 69 Master of Social Work practicum, applicable for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum The foundation curriculum is made up of nine full courses and a generalist field practicum. In the foundation courses, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum, you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum The concentration curriculum is made up of nine full courses and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two or three field seminar courses. As a capstone to your MSW program, you will complete a summative evaluation project or a portfolio project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identity and the use of multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, fami- Graduate Catalog I 70 lies, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Program Development, Policy, and Administration (PDPA) Concentration In the tradition of Jane Addams, the heart of macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social work must also actively seek equality and justice for clients within agencies, institutions, and society. Social work leaders must advocate for social change to ensure social justice. The Program Development, Policy, and Administration (PDPA) concentration responds to this demand for leadership. The macro (PDPA) social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in partnership with these individuals and communities to do so. In this concentration you will learn the knowledge and skills necessary to work with others to achieve needed social change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program planning, or community and policy advocacy, this concentration helps you achieve that goal. Portfolio or Summative Evaluation Project Portfolio Project (MCCP students) The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative, i.e., designed for guided reflection and self-evaluation. However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create such a portfolio during their final year of study. Items in a portfolio might include videotapes, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (PDPA students) All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, PDPA students will design and implement a program evaluation for their summative project, which requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master of Social Work Master’s Thesis Students have the option of completing a thesis. Course credit for the general elective is given for this option. Students work with a thesis adviser to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students must notify the MSW program director by the end of spring trimester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: • Successful completion of any admission conditions (e.g., statistics, bachelor’s degree) • Successful completion of MSW courses: 18 full courses for foundation students 13 full courses for advanced standing students • No more than two courses with a grade of 2.5, and with a cumulative GPA of 3.0 or higher • Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field practicum for advanced standing students • Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA) • Successful completion of all degree requirements within four years of matriculation State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements SWK 535* SWK 536* SPRING SWK 504 SWK 509 SWK 516 Integrative Field Seminar 2 (.5) (taken concurrent with first practicum) Human Behavior and the Macro Social Environment (.5) Research Methods 1 Assessment and Diagnosis in Mental Health Practice Community Development for Social Change Concentration Courses Multicultural Clinical Practice Concentration FALL SWK 610 SWK 615 SWK 628 SWK 629 WINTER SWK 611 SWK 616 SWK 630 SWK 631 SWK 635 SPRING SWK 612 SWK 634 SWK 636 SWK 639 SWK 699 Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum) Diversity/Inequality 1: MCCP (.5) MCCP with Individuals MCCP with Families Integrative Field Seminar 4: MCCP (.5) (taken concurrent with second practicum) Diversity/Inequality 2: MCCP (.5) MCCP Policy Practice MCCP with Groups (.5) MCCP Evaluation 1 (.5) Integrative Field Seminar 5: MCCP (.5) (taken concurrent with second practicum) MCCP Supervision (.5) MCCP Evaluation 2 (.5) MCCP Elective (.5) General Elective Program Development, Policy, and Administration Concentration FALL SWK 651 SWK 657 SWK 660 SWK 667 Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum) Diversity/Inequality 1: PDPA (.5) Research 2: Program Evaluation Organizations/Social Admin. Practice 1 Foundation Courses FALL SWK 500* SWK 505* SWK 530* SWK 531* WINTER SWK 501* SWK 506* SWK 510 Human Behavior and the Social Environment Practice Methods and Skills 1: Individuals Integrative Field Seminar 1 (.5) (taken concurrent with first practicum) Methods Skills Lab (.5) History of Social Welfare Policy Practice Methods and Skills 2: Groups Advanced Practice Methods (advanced standing students only) WINTER SWK 652 SWK 658 SWK 668 SWK 675 Integrative Field Seminar 4: PDPA (.5) (taken concurrent with second practicum) Diversity/Inequality 2: PDPA (.5) Organizations/Social Admin. Practice 2 Planning and Policy Practice 1 SPRING SWK 669 SWK 676 SWK 699 Organizations/Social Admin. Practice 3 Planning and Policy Practice 2 General Elective Augsburg College I 71 Master of Social Work *Course potentially can be waived for advanced standing students (BSW holders). Portfolio or Summative Evaluation Project Completed and submitted in final year of study. MSW Course Descriptions Foundation Courses SWK 500 Human Behavior and the Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and psychological factors that influence the growth of individuals and families in contemporary world society. Basic knowledge of biological systems is required. SWK 501 History of Social Welfare Policy This course analyzes the history of social welfare policy in the United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas, and events that contribute to the rise of the welfare state and the profession of social work. Social welfare policies of other countries are explored. SWK 504 Research Methods 1 This course provides an introduction to social science research methods and ethics, including practice and program evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be introduced to the use of computers in data analysis. Basic knowledge of statistics is required. SWK 505 Practice Methods and Skills 1: Individuals This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students begin by learning about social work with individuals, with a dual focus on the person in the environment. In this context, they learn about direct services as well as social change. SWK 506 Practice Methods and Skills 2: Groups This course prepares students for generalist social work practice with larger client systems. The strengths perspective is emphasized, and students learn to complete assessments and formulate intervention strategies in partnership with groups, organizations, and communities. SWK 509 Assessment and Diagnosis in Mental Health Practice This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective. Emphasis is placed on understanding biopsychosocial influences on the incidence, course and treatment of the most commonly presented mental disorders and the differential effect of these factors on diverse populations at risk. Graduate Catalog I 72 SWK 510 Advanced Practice Methods This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. SWK 516 Community Development for Social Change This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and skills necessary to practice at the community level of social work practice. Students will analyze social organizations, policies, and community development. SWK 530 AND SWK 535 Field Seminar 1 & 2 (.5 credit each) The integrative field seminars are courses where field practice and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students are expected to spend 420 hours in a fieldwork practicum during enrollment in these two courses and to be enrolled in the corresponding practice methods courses. SWK 531 Methods Skills Lab (.5 credit) This half-credit course places an emphasis on active learning and the application of content presented in SWK 505. The skills lab is an integral part of the required graduate school core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1. SWK 536 Human Behavior and the Macro Social Environment (.5 credit) This course builds on HBSE 1, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. Multicultural Clinical Practice Concentration Courses SWK 610, 611, and 612 Integrative Field Seminar 3, 4, and 5: MCCP (.5 credit each) The Field Seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent and inescapable contribution based on the students’ use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Master of Social Work SWK 615 and 616 Diversity and Inequality 1 and 2: MCCP (.5 credit each) These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second trimester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. SWK 628 MCCP with Individuals MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content area are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. SWK 629 MCCP with Families MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. SWK 630 MCCP Policy Practice In this course, Multi-Cultural Clinical Practice (MCCP) students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. SWK 631 MCCP with Groups (.5 credit) This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. SWK 634 MCCP Supervision (.5 credit) Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchal power, responsibility, liability, and authority from peer consultation. They gain competencies in individual an group supervision and consultation with a multicultural lens to advance the application of theories and models of clnical social work practice. SWK 635 and 636 MCCP Evaluation 1 and 2 (.5 credit each) The values and skills of advanced clinical practice combined with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social work, “dignity, self-determination, equity, empowerment, and social justice” (Gutierrez, 2004, p. 127). Monitoring and eval- Augsburg College I 73 Master of Social Work uating clinical practice requires the integration of evidencebased practice knowledge, multicultural clinical skills and multi-epistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern methods. SWK 639 MCCP Elective (.5 credit) Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Social Work with Involuntary Clients, Ethics, and Domestic Violence. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent Field Seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 657 AND 658 Diversity and Inequality 1 and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and structure, processes of development, research, and evaluation, and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, and also an understanding of how organizations provide practice opportu- Graduate Catalog I 74 nities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective course for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Child Welfare: History, Policy, and Practice • Spirituality in Social Work and Human Services We also offer short-term electives abroad: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) SWK 698 Independent Study Students may propose to complete an independent study proj- Master of Social Work ect. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice; • problem solving within a systems framework and strengths perspective; • use of advanced practice theories in Multicultural Clinical Practice or Program Development, Policy, and Administration settings; • evaluation of the effectiveness of program or practice activities; • an understanding of, and respect for, diverse peoples and cultures; • responsibility and service to the local and global community in the interest of social justice; and • a commitment to oppose oppression of all forms. Field Education Format Under the instruction and supervision of professionallytrained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and winter) and the concentration practicum is spread over the entire academic year. Both practica are concurrent with enrollment in fieldwork integrative seminars as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter terms in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with ad- vanced standing. Students spend an average of 18 hours per week during the fall, winter, and spring terms in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. The opportunity is also provided to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • family and children • child welfare • mental health • crisis intervention • senior resources • family social policy • health and human services • corrections and probation • public and independent schools • youth services • hospitals • developmental disabilities • American Indian family services • chronic and persistent mental illness • chemical dependency • court services • immigrant, migrant, refugee services • victims of torture • faith-based social services • neighborhood services • legislation advocacy • housing services • employment services • community organizing • research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) Augsburg College I 75 Master of Social Work and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at www.luthersem.edu/catalog/05_07/dual_msw.asp . Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment Dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • Luther Seminary full courses: 9 Graduate Catalog I 76 • Augsburg College full courses: 12—advanced standing, 17—foundation (elective is met at Luther) • MSW field practicum course credit hours: see guidelines under field practicum • MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In this macro practice concentration, students learn to affect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary PDPA coursework will return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends – Friday evenings, Saturday mornings, and Saturday afternoons. Year 3 (12–16 months) MBA classes meet primarily one night per week. The MBA program includes a summer term. Curriculum • 18 full MSW courses for foundation students or 13 full MSW courses for advanced standing students Master of Social Work • Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience • The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. • Complete a minimum of 8 MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of 9 MBA courses for students who completed the MSW degree prior to 2002 • • • • statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three completed and signed recommendation checklist forms, with letters attached Typed, double-spaced personal statement responding to the questions noted on the application form Results of the TOEFL language tests (refer to p. 16 for college policy) Official international credit evaluation course-by-course review (for degrees completed outside of the United States) For more information regarding the MBA coursework required for the MSW/MBA dual degree see page 58. • MBA Admission Admission as an international student MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students on page 16. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit on p. 14.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing • Bachelor’s degree from a regionally-accredited college or university • Cumulative undergraduate GPA of 3.0 or higher • Liberal arts coursework in the social sciences, humanities, biology, and statistics Advanced standing is an application category open to those with a bachelor’s degree in social work accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for up to eight of the following MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Fieldwork Seminars 1 and 2, which include 420 field practicum hours. Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Application Checklist Academic Policies The following materials must be submitted to Augsburg’s Graduate Admissions Office: • Completed and signed application form— www.augsburg.edu/msw or call 612-330-1520. The application completion deadline is January 15 each year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the application completion deadline. • $35 application fee • One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. • Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one Academic Achievement Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements Students must maintain at least a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • maintain expected grade point average (3.0 or higher); • complete course requirements of the program and field placement in a timely manner; • complete the program within four years; Augsburg College I 77 Master of Social Work • abide by the department’s Standards for Social Work Education and the NASW Code of Ethics. No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newly-admitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See page 12 for policy on Continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students. Program Costs In addition to tuition fees, MSW students can expect to purchase textbooks, a campus access permit, and student liability insurance when in a field placement. There may be additional fees associated with short-term electives abroad as well. Graduate Scholarship Search Tips Searching for grants and scholarships for graduate study can be an arduous task. As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend some time doing your own independent research into graduate funding available locally, nationally, and globally. The simplest way to begin a search for graduate funding is to look online. There are many “free” scholarship search engines on the Web. We suggest you start with these before moving Graduate Catalog I 78 on to the fee-based services. As with most free services, there is a draw-back—your e-mail address may be shared with other organizations that may send you solicitations. You should always use caution when providing your personal information via the Internet. Make sure the webpage you are using to enter a “profile” about yourself is protected by a security system. This is usually indicated by your browser with a closed padlock icon in the lower right corner. You should also check the fine print and know if anything besides your e-mail address will be sold to other organizations. Having said that, the following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) Gosnell Scholarship Funds Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in Master of Social Work the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). Resources in Academic Libraries Most academic libraries have several directories to peruse if you prefer using hard print. Examples in Augsburg’s library reference section: Grants Register Directory of Financial Aids for Women Scholarships and Other Financial Aid for Minnesota Students Financial Aid for Native Americans 1999-2000 (part of a series consisting of additional volumes for African Americans, Hispanic Americans and Asian Americans.) Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. These are available to second-year studentsonly. They range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Contact the Enrollment Center for more information. Military Discount organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work department meetings via representatives. The forum historically has been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department • encourage constructive dialogue among students, faculty, and department and College administrators • make recommendations to the department regarding program improvements • receive and give feedback on expectations of faculty, students, and the College • plan and coordinate MSW student events, lectures, discussions • organize social action projects MSW Faculty Anthony Bibus, III, Professor of Social Work. BA, College of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Laura Boisen, Associate Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. (see page 18) Other Resources There is a general guide on Augsburg’s webpage that gives advice to “seniors” about finding funding for graduate school— go to www.augsburg.edu/gradstudy. Accreditations and Affiliations Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see page 9. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education (CSWE). MSW Forum Lois A. Bosch, Associate Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Francine Chakolis, Assistant Professor of Social Work. BS, Augsburg College; MSW, University of Minnesota. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of IllinoisChicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. All MSW students are invited to participate in the student-run Augsburg College I 79 Master of Social Work Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Glenda Dewberry Rooney, Professor of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Maryann Syers, Associate Professor of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Ngoh-Tiong Tan (on leave), Professor of Social Work. BA, University of Singapore; MSW, University of Pennsylvania; PhD, University of Minnesota. Staff Emily Cronk, Administrative Assistant Doran Edwards, BSW Assistant Director Courtney Kocher, Field Assistant Holley Locher-Stulen, MSW Program Coordinator Graduate Catalog I 80 Augsburg College Map H Lindell Library Sverdrup F Memorial 7th Street S. Riv ers ide Ave n ue Foss Center J Music Building 7 1/2 Avenue 8th Street S. Christensen Center K Melby Hall Kennedy Center Ice Arena Murphy Square E D Athletic Field A 25th Avenue S. Old Main 23rd Avenue S. G Oren Gateway Center 22nd Avenue S. 21st Avenue S. 20th Avenue S. 6th Street S. L B Butler Place ce I-94 West Entran Interstate 94 West Interstate 94 East Disability Access Rivers ide/2 5th A ve. Exi t Augsburg College I 81 Augsburg College Board of Regents Andra Adolfson Dan W. Anderson ’65 Mark A. Eustis Anthony Genia ’85, MD Alex Gonzalez ’90 Michael R. Good ’71 Norman R. Hagfors Jodi Harpstead Richard C. Hartnack The Rev. Rolf Jacobson Bishop Craig E. Johnson Ruth E. Johnson ’74, MD Eric J. Jolly Cynthia Jones ’81 Dean Kennedy ’75 Toby Piper LaBelle ’96 LaJune Thomas Lange ’68 André J. Lewis ’73 Jennifer H. Martin Marie O. McNeff Paul S. Mueller ’84, MD Lisa Novotny ’80 Bishop Duane C. Pederson Paul C. Pribbenow Stephen Sheppard Marshall S. Stanton, MD Philip Styrlund ’79 The Rev. David Tiede Joan L. Volz ’68 The Rev. Norman W. Wahl ’76 Bonnie Wallace The Rev. Mark Wilhelm Graduate Catalog I 82
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Title: Augsburg College Undergraduate Catalog, 2012-2013
Collection: Course Catalogs
Search Result: 2012-2013 Undergraduate Catalog www.augsburg.edu Augsburg College Undergraduate Catalog 2012-2013 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate ...
Show more 2012-2013 Undergraduate Catalog www.augsburg.edu Augsburg College Undergraduate Catalog 2012-2013 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College undergraduate education and its curriculum. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of publication. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult Academic Advising, a faculty adviser, the dean of the College, or the registrar. Refer to the Directory for correspondence or telephone inquiries. Published 2012 www.augsburg.edu A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President 2012-2013 Academic Calendar Day Program (and PA program) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2012 Summer September 5 October 26 Nov 12-Nov 30 November 22 November 26 December 14 December 17-20 First-year registration Classes begin Mid-term break (one day only) Registration for spring Thanksgiving recess begins Classes resume Classes end Final exams Spring Term 2013 January 14 March 18 March 25 April 8-19 March 29 April 26 April 29-May 2 May 4 Classes begin Mid-term break begins Classes resume Registration for fall Easter break begins Classes end Final exams Baccalaureate/Commencement The multi-year calendar for planning purposes can be found at www.augsburg.edu/registrar. Please note that future years are subject to change. 2012-2013 Academic Calendar Weekend and Evening College and Graduate Programs (not including the PA program) The academic calendar is subject to change. Refer to the registrar’s webpage for updated calendar and registration information at www.augsburg.edu/registrar. Fall Term 2012 Class Weekends: September 7-9 September 21-23 October 5-7 October 19-21 November 2-4 November 16-18 Nov 30-Dec 2 December 7-9 Winter Term 2013—Class Weekends: January 4-6 (MSW only) January 11-13 January 25-27 February 1-3 February 15-17 March 1-3 March 15-17 March 22-24 Spring Term 2013—Class Weekends: April 5-7 April 26-28 May 10-12 May 17-19 May 31-June 2 June 14-16 June 21-23 (MSW only) NOTE: For Rochester programs, reference the registrar’s webpage at www.augsburg.edu/registrar. Directory Area Code: 612 Access Center 330-1749 Academic Advising 330-1025 Academic Enrichment 330-1165 Academic Affairs 330-1024 Admissions Office 330-1001 Toll-free 1-800-788-5678 Alumni and Constituent Relations 330-1178 Toll-free 1-800-260-6590 Athletics 330-1249 Campus Activities and Orientation / SOAR 330-1111 Center for Learning and Adaptive Student 330-1053 Services (CLASS) Classroom Services 330-1219 College Pastor/Campus Ministry 330-1732 Counseling and Health Promotion 330-1707 Development (financial gifts to the College) 330-1613 Toll-free 1-800-273-0617 Enrollment Center 330-1046 Toll-free 1-800-458-1721 Event and Conference Planning 330-1107 Facilities Management 330-1041 Financial Aid (scholarships and other aid) 330-1046 General Information (other office numbers; 330-1000 business hours only) Fax 330-1649 Graduate Programs 330-1101 Human Resources 330-1058 Lindell Library 330-1017 Lost and Found 330-1000 Parent and Family Relations 330-1525 President’s Office 330-1212 Registrar 330-1036 Residence Life (housing) 330-1488 Rochester Campus 507-288-2886 StepUP 330-1405 Strommen Career and Internship Center 330-1148 Student Affairs 330-1160 Student Government 330-1110 Summer Session 330-1046 TRIO/Student Support Services 330-1311 Weekend and Evening College 330-1101 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows day program students to take courses on other campuses without charge while a full-time student at Augsburg. The ACTC includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Weekend and Evening College offers 18 majors and a number of certificate programs. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway—Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 140 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr., became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (1938-1962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-1980) Augsburg became a vital and integral part of the city. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: • An Augsburg education should be preparation for service in community and church; • Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens; • The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers master’s degree programs in business, education, leadership, nursing, physician assistant studies, and social work, as well as a doctoral program in nursing practice. For information on graduate programs, go to www.augsburg.edu/grad. Undergraduate education is offered both on weekday semester programs, and alternate weekend trimester programs. The graduate programs generally follow the trimester schedule. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn. Weekend and Evening College Augsburg’s Weekend and Evening College (WEC) provides an educational opportunity for adults who want to earn a bachelor’s degree and work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. Weekend and Evening College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each term and 18 majors in the liberal arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges. The Non-Traditional Student Augsburg’s Weekend and Evening College is based on the assumption that non-traditional students are mature, self-disciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, oncampus study as well as time for independent study and class preparation. Alternate Weekends To meet the needs of nontraditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning, Saturday afternoon, or Sunday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each term. The WEC academic year is divided into three trimesters (fall, winter, and spring), so that students may complete three terms in the traditional nine-month academic year. A Community of Learners Essential to the goals of Augsburg’s Weekend and Evening College is participation in a community of non-traditional learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine arts events, networking events, workshops, and convocations. The WEC student body elects its own leaders through the WEC Student Senate. Augsburg continues its tradition of innovation to meet the needs of non-traditional students by creating new programs, and providing faculty and staff development in teaching and serving non-traditional students. To learn more about graduate studies at Augsburg, go to www.augsburg.edu/grad. Weekend and Evening College Faculty The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Weekend and Evening College’s small classes facilitate the College’s tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. In Rochester, six undergraduate majors, plus a certificate program in business management, are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a trimester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. In addition to the half- dozen degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. College of the Third Age Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and introducing new topics and subjects related to an ever-changing world. A roster of more than 25 retired, semi-retired, and working professors teach non-credit seminars for the program, based upon their areas of expertise. College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than 200 classes available for group study at partner organizations and facilities. To obtain further information about the program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage. Campus Location Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the first floor of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, president of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with the admissions office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)-—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Center for Faith and Learning, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 first-year students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. Associated Support Organizations Augsburg College has a commitment to programs that increase both individual and group understanding and achievement. Inter-Race: The International Institute for Interracial Interaction Policies Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on June 16, 2010). The vice president/chief of staff in the Office of the President serves as the Title IX officer and may be reached at 612-330-1212. Deputy Officer for Students Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Employees Assistant Vice President for Human Resources/ Chief Diversity Officer Andrea Turner 612-330-1058 turner2@augsburg.edu Deputy Officer for Athletics Kelly Anderson Diercks Assistant Athletic Director 612-330-1245 diercks@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our programs are approved by the • American Chemical Society • American Music Therapy Association • Commission on Collegiate Nursing Education • Council on Social Work Education (BS and MSW) • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Council for Accreditation of Teacher Education • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Augsburg College is an institutional member of the: • American Association of Colleges and Universities (AACU) • Association of Physician Assistant Programs • Council of Independent Colleges (CIC) • National Association of Schools of Music (NASM) The College is a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America (LECNA), Minnesota Private College Council, National Society for Experiential Education, and Campus Compact. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to Minnesota Statutes, sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 a.m. and 4:30 p.m.—612-330-1001 or toll-free 1-800-788-5678, and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, and most Saturday mornings during the school year. The Office of Admissions is located on the first floor of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures Day College First-year Students Application for Admission—Students should complete the application for admission, including the essay, and submit them to the Office of Admissions. Students may apply online for free at www.augsburg.edu/day/apply.html or www.commonapp.org, or submit a paper application with a nonrefundable $25 processing fee. Transcripts—An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from the institutions should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations—Two letters of academic recommendation are required for students who have below a 3.0 GPA and 22 ACT. If the applicant has been out of school for several years, letters may be submitted by a supervisor, counselor, or pastor (spiritual leader). Additional Information—If there is additional information that may have affected the applicant’s previous academic performance, it may be included as a personal statement with the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until other information has been received. For example, more recent test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision—Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within two to three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission—Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Day College Transfers and Weekend and Evening College Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. Application for Admission—Students should complete the application for admission, including the essay, and submit them to the Office of Admissions. Students may apply online for free at www.augsburg.edu/day/apply.html, or submit a paper application with a nonrefundable $25 processing fee. Transcripts—Official transcripts from all previous postsecondary institutions should be sent directly to the Office of Admissions. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Test Scores—First-year applicants are required to submit results from a college entrance examination, unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations—Two letters of academic recommendation are required for applicants who have below a 3.0 cumulative GPA and/or less than one year of college–level work. If the applicant has been out of school for several years, letters may be submitted by a supervisor, counselor, or pastor (spiritual leader). Additional Information—If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision—Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Application for Re-Admission Day students who have not registered for courses at Augsburg College for one semester or more, and WEC/Rochester students who have not registered for courses at Augsburg College for three trimesters or more, must apply for re-admission (http://www.augsburg.edu/registrar/documents/forms/readmit.pdf) through the registrar’s office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Office of the Registrar. Returning students do not pay the application fee. Special Students (Non-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by contacting the registrar’s office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (non-degree). To apply for admission as a special student, submit the completed application, academic intent, and all necessary official transcripts to the Office of Undergraduate Admissions. Contact the admissions office regarding which official transcripts you may need for your application file. Special Students (Second Degree) Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Minors are not noted on the transcript if they are completed after a bachelor’s degree has been awarded. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. Second degree requirements include a minimum of eight course credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Student Admissions International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the Student Life section.) International students should contact International Student and Scholar Services for an international student application and financial requirements. All applicants must provide proof of financial solvency. Applications must be completed two months prior to the start of the semester—June 1 for fall, December 1 for spring. For more information, call 612-330-1359 or 1-800-788-5678 (toll-free); e-mail Soniel Han at han@augsburg.edu, or write to: International Student and Scholar Services Campus Box 307 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international coursework compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 Financing Your Education All students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The College raises that difference in gifts—from alumni, faculty, staff, parents, churches, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended to supplement those resources. College Costs 2012-2013 Day College The Board of Regents has approved the costs listed below for the 2012-2013 academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Day College Tuition, Fees, Room, and Board Tuition (full-time enrollment) $31,292 This rate applies to all full-time students attending in September 2012. Students are considered full-time when they take three or more course credits during the semester. The charge includes tuition, general fees, facility fees, and admission to most College-supported events, concerts, and lectures. The amount is payable at the beginning of each semester or you can set up an official payment plan through the Office of Student Financial Services. Tuition (part-time enrollment) Per one-credit course $3,671 This rate applies to students taking fewer than three courses in a semester. Part-time students taking lifetime sports are charged $220 for that course. Audit Fee (for part-time students) Per course $1000 Full-time students—see audit policy in the Academic Information section. $5,116 Detailed room rates and housing options are available through the Office of Residence Life.) Meal Plans 15 Plus $4,076 (15 meals a week; $100 in Augsburg Flex Points a semester) 10 Plus $3,970 (10 meals a week; $150 in Augsburg Flex Points a semester) 5 Plus $3,630 ( 5 meals a week; $345 in Augsburg Flex Points a semester) Other board plans are available as defined in the housing contract booklet available from the Office of Residence Life. Room Cost (average starting price) Full-Time Fees $664.50 (Student activity, technology, newspaper readership, wind energy fee, MPIRG) Other Special Fees (Non-refundable) Fees Billed on Student Account Student Activity Fee (part-time students) Late Registration Petition fee for waiver of registration deadlines (non-refundable) Lifetime Sport (part-time students) Newspaper Readership Technology Fee (per credit) Overload Fee (per course credit over 4.5, Day and WEC/Rochester/United combined) Private Music Lessons, per semester (14 lessons—.0 credit or .25 credit) (14 lessons—.5 credit) Student Teaching (per course for full-time students) Student Teaching (per course for part-time students) Study Abroad (in approved non-Augsburg programs) Zero-credit seminar (part-time students) $ 50 $ 200 $ 50 $ 220 $ 10 $ 50 $ 3,671 $ 390 $ 780 $ 155 $ 215 $ 425 $ 1,000 Fees Payable by Check/Cash Application (new and/or special students) Locker Rental Student Parking Lot Permit Car Motorcycle Transcript Fee Regular service Next day On demand Special Examinations, Cap and Gown Costs (Schedule on file in registrar’s office) $ 25 $ 40 $ 220 $ 110 $ 6 $ 10 $ 16 Books and Supplies These costs are estimated to average $125 per course. Deposits $ 150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first-term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. For more information, contact the Office of Admissions. Housing Damage Deposit $ 200 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by Enrollment Deposit (non-refundable) following the conditions delineated in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. College Costs 2012-2013 Weekend and Evening College Application Fee (payable once, non-refundable) Tuition (per course credit) Tuition (per summer course, 2013) Activity Fee (per trimester) Facilities Fee (includes parking permit; per trimester) Audit Fee (per course) Lifetime Sports: Fee for WEC Course Lifetime Sports: Fee for Assessment of Previous Learning Nursing Clinical Fee Supplementary Student Teaching Fee (per course credit) Late Registration Fee Transcript Fee Regular service Next day On demand Petition Fee for waiver of registration deadlines (non-refundable) Zero-credit seminar $ 25 $ 1,830 $ 1,777 $ 11.50 $ 35 $ 1,000 $ 220 $ 150 $ 250 $ 215 $ 200 $ 6 $ 10 $ 16 $ 50 $ 1,000 Payments Day College Semester Fees—Prior to the start of each semester a statement of estimated charges showing basic charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online. Payment Options—Augsburg College offers payment plan options for all students. Information about payment plan options is available online through the student’s Augnet, Records and Registration account. Weekend and Evening College All statements are available online through Augnet, Records and Registration. For tuition and fee information, please refer to the financial aid website. Payment Options (1) Payment in full at the start of each term or an extended payment plan. (2) Employer Reimbursement: Students on this plan must file an employer reimbursement application form each academic year, prior to the start of the first class. Once enrolled in the employer reimbursement payment plan, students have until 60 days after the end of each term to pay their term costs in full. There is a $20 per term fee associated with this payment option. The student is responsible for payment of the balance should the employer not reimburse for any reason. If the employer offers partial reimbursement, the non-reimbursed portion of tuition and fees must be paid in full at the start of the term. (3) Students may also defer payment by enrolling in the College’s third party payment plan or in a military payment plan if their term costs are to be covered by a third party or through VA education benefits, such as the GI Bill. (More details can be found at www.augsburg.edu/studentfinancial) Financial Policies A finance charge is applied at a simple rate of .67 percent per month on any account with an open balance of 30 days or more. Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved online payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refunds Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may be adjusted for those students who withdraw from the College or drop course(s) and receive financial assistance. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the registrar’s website. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room (except for the minimum deduction of $100 to cover administrative costs) in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for canceling courses through the Enrollment Center (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Refund Policy for Day, Weekend and Evening, Rochester, and Graduate Studies Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the refund schedule below. This refund is based on the percentage of calendar time remaining on the date of the student’s official withdrawal from classes. This applies to all students who drop one or more courses during the term and/or withdraw from all courses in the term. Percentage of calendar time remaining after official drop or withdrawal and amount of refund: 100% to 90% remaining Full refund (minus $100 administrative fee) 89% to 60% remaining 50% refund This refund schedule is effective whether or not a student has attended classes. Allow 30 to 45 days for tuition and possible financial aid adjustments to be finalized. If a credit balance remains on the student’s account, a credit refund will be issued at that time. The refund of charges calculation used is the Augsburg College Refund Policy stated above. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the registrar’s website. Medical refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule), plus one-half of the remaining tuition and fees. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Requests for medical refunds should be made through the Financial Petition Committee. Petition forms are available through the registrar’s website. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the registrar’s website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/finaid/sap.html. Financing higher education could be the most significant investment a person or family makes in a lifetime. Proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Enrollment Center, will help students and their families protect access to a quality Augsburg education in a time of increasing financial challenge. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2011-2012 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. How to Apply The following are required to process your financial aid application: 1). Be admitted to Augsburg as a regular student or be a returning student in good academic standing with the College. 2). Complete the Free Application for Federal Student Aid (FAFSA) or the Renewal FAFSA. Students are encouraged to file the FAFSA electronically online at www.fafsa.ed.gov. Students and their parents may sign the FAFSA electronically using a PIN issued by the US Department of Education. Instructions for requesting a PIN can be found at www.fafsa.ed.gov. Be sure to include the Augsburg College code, 002334, on your application. Submit your application to the processing agency after January 1. File your FAFSA by May 1. What Happens Next? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • • institutional financial aid programs and requirements for continued eligibility, federal and private loan programs (students must complete a loan application to receive loan funds) Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Academic Excellence Scholarships President’s Scholarship—Awarded to incoming first-year students, the President’s Scholarships are awarded based upon competition. The applicant must have a minimum of 3.50 GPA in core academic courses or a 27 or greater ACT composite (or a combined SAT score of 1210 or greater). Separate applications are required. The application must be postmarked by January 30. Phi Theta Kappa Scholarship—These scholarships are awarded to selected transfer students with a 3.50 GPA. The application deadline is August 1 for fall enrollment and December 15 for spring. Call the Office of Admissions for information, 612-330-1001. Achievement Scholarships Regents’ Scholarship—The Regents’ Scholarships are awarded to all qualified new firstyears of high academic achievement who apply and are accepted before May 1 for fall or December 1 for spring. Selection is based on high school GPA and national test scores. Transfer Regents’ Scholarship—Transfer Regents’ Scholarships are awarded to all qualified transfer students with a minimum 3.00 GPA who apply and are accepted for admission by May 1 for fall or December 1 for spring. Augsburg Legacy Award—These scholarships provide tuition awards to full-time day students working toward their first bachelor’s degree who are children of Augsburg graduates or siblings of current Augsburg students or children or spouses of current ELCA pastors. Deadline: May 1 for fall or December 1 for spring. Science Scholarship—The Courtland Agre and Theodore Hanwick Science Scholarships recognize incoming first-year students of high academic science achievement. The renewable award of $10,000 per year is awarded to all eligible proposed chemistry or physics majors. Students must be in the top 30% of their high school class or on national tests (ACT or SAT), have a grade point average of 3.0 or above in the proposed science major, have completed intermediate algebra or pre-calculus, and be a full-time student in the day program. No scholarship application is required. Students who receive a science scholarship will not receive a Regents’ award. Deadline: Accepted for admission by May 1 for fall enrollment. ACAP Scholarship—Awarded to incoming first-year students who have participated in a college preparatory program such as Admission Possible, TRiO, MMEP. Deadline: Accepted for admission by May 1. Leadership, Service, and Performance Scholarships Ethnic Leadership Scholarships—Ethnic Leadership Scholarships recognize returning Day program students with demonstrated scholarship and a record of, and/or potential for, leadership. Eligible students must be full-time in the day program and have the recommendation of the appropriate Augsburg Ethnic Student Services program director and another individual knowledgeable about the student’s extracurricular activities. The application deadline is March 1. For more information and an application, contact: • American Indian Student Services, 612-330-1144 • Hispanic-Latino Student Services, 612-330-1309 • Pan-Afrikan Student Center, 612-330-1022 • Pan-Asian Student Services, 612-330-1530 Fine Arts Scholarship—Awarded to selected incoming students who demonstrate active participation in the fine arts. Separate application and portfolio or audition are required. The application deadline requires a postmark of January 25 for fall or November 1 for spring. Lutheran Congregational Scholarship Program Augsburg Corporation Scholarship—Recognizes students who are members of an ELCA congregation within the Minneapolis Area Synod, Saint Paul Area Synod, Southeastern Minnesota Synod, or Northwest Synod of Wisconsin. These four synods constitute the Augsburg Corporation. The scholarship is awarded at point of admission for $1,000 per year. PRIME Scholarship—Students who receive a scholarship from their Lutheran congregation will receive a matching scholarship from Augsburg, up to $750 per year. Application and payment from the sponsoring organization should be submitted to the Enrollment Center. Gift Assistance (Need-Based) Augsburg Tuition Grant—This grant is based on financial eligibility and academic record. Minnesota State Grant—Eligibility requires Minnesota residency and enrollment of fewer than four years (or its equivalent) at any postsecondary school. This grant is also based on financial eligibility. Federal Supplemental Educational Opportunity Grant—Whenever law and funds permit, SEOGs are awarded to students who demonstrate exceptional financial need. Preference is given to students eligible for the Federal Pell grant. Federal Pell Grant—Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. Maximum grant for 2011-12 is $5,550. Bureau of Indian Affairs/Tribal and State Indian Scholarship—Bureau of Indian Affairs/Tribal and State Indian Scholarships and Augsburg American Indian Scholarships are available to Indian students (both full- and part-time) who meet specific criteria. For Bureau of Indian Affairs/Tribal and State Indian Scholarships, students must be a quarter-degree Indian ancestry and be enrolled with a federally-recognized tribe. Eligibility criteria for Augsburg American Indian Scholarships vary. Contact the director of the American Indian Student Services Program. American Indian grants supplement all other forms of financial aid. Questions may be directed to the director of the American Indian Student Services Program or to your local BIA, tribal, or state Indian education office. Loan Assistance Federal Perkins Student Loan—A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan—Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). The interest rate for new borrowers through the Subsidized Stafford Loan and the Unsubsidized Stafford Loan, as of July 1, 2012, is a fixed rate of 6.8%. The following borrowing limits apply to the Stafford Loan program after July 1, 2010: o First-years: $5,500 annually (Combined Subsidized and Unsubsidized Stafford) o Sophomores: $6,500 annually (Combined Subsidized and Unsubsidized Stafford) o Juniors/Seniors: $7,500 annually (Combined Subsidized and Unsubsidized Stafford) o Aggregate maximum: $31,000 (Combined Subsidized and Unsubsidized) Federal Parent Loan Program (PLUS)—PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement; the interest rate is a fixed rate of 7.9% and a minimum payment of $50 per month. There is also an origination fee of 4%. Further information about all student and parent loan programs can be found online at the Financial Aid website. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program— Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Student Life Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams, and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend and Evening College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Vocation Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a wide variety of shortterm projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. When Exploring Our Gifts ended in summer 2010, the College created a permanent center— the Augsburg Center for Faith and Learning—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier initiatives and carries on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit the Augsburg Center for Faith and Learning, Oren Gateway Center, Room 106. Student Government The Augsburg Day Student Government and the Weekend and Evening College Student Government organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas: Campus Activities CAO offers programs and activities designed to connect and engage students with the Augsburg community and with the broader Twin Cities community. Lesbian, Bi-sexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understanding of gender and sexuality, as well as by fostering a community that honors and affirms the wholeness of all identities. Student and Group Leadership Development Programs include Student Group Development and the Emerging Leaders Program (ELP). CAO advises student groups and provides skill-building workshops focusing on recruiting members, event planning, facilitating meetings, conflict resolution, and other areas of development. ELP is an initiative designed to develop new leadership at Augsburg; emerging leaders learn skills necessary to be effective in leadership roles through intentional learning opportunities and relationships with upper class mentors. Orientation Programs Summer Orientation and Registration (SOAR) is a required two-day, overnight orientation experience for incoming first-year day students that is designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; obtain fall semester schedules; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of firstyear day students that runs concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. Transfer SOAR is a required one-day orientation experience for transfer students in the day program designed to help with the transition to Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR. It provides opportunities to enhance academic and personal success and offers a helpful advantage in starting at Augsburg College. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Weekend and Evening College, and graduate students at Augsburg through the merging of curricular and cocurricular programs and activities. Christensen Center also houses several student services, such as the Office of Admissions, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Ethnic Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggies Nest, located on the ground floor of Christensen Center, serves as the student group office area and houses the Augsburg Day and Weekend Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Cubicles, lockers, and additional workspaces are also available in this area for student group use. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Arts Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students (women and men) and a meeting place for students, faculty, and staff alike. It houses a women’s studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues; an annual Feminist Film Series in the spring; monthly brown-bag lunch discussions, and of course, the Koryne Horbal Convocation Lecture in the fall, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Assocation’s Women in Islam Day and for the Asian American Women’s Group. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook. Student staff positions at the WRC are posted online with Human Resources. The WRC is the home of the Student Feminist Collective and provides meeting space for the Asian American Women’s Group, the Sexual Assault Advocacy Group at Augsburg (SAAGA), and the Women of Africa Resource and Development Association (WARDA). Friend us on Facebook to learn out about upcoming events. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Sports and recreation At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers, on a space-available basis, a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air-supported dome over the athletic field for winter fitness use by walkers and runners. (See additional information under Health and Fitness, Fitness Centers.) Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The center consists of five collaborating units: Academic Advising Academic Advising orients new Day and Weekend and Evening College undergraduate students to the academic policies and procedures of the College and assists students on initial course selection. This office continues to serve students throughout their tenure at Augsburg by interpreting core curriculum requirements, administering entry-level skills assessments, interpreting graduation requirements, providing degree-planning materials, and answering questions on student academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the work of professional staff advisers across campus. The Academic Advising office is located in the Gage Center for Student Success, Link Level of Lindell Library. All current students are assigned to a faculty adviser. Prior to the end of their sophomore year, when they have completed 12 or more credits, students are required to declare a major and select a faculty adviser. Majors and minors are declared online through Augnet Records and Registration. Students select a faculty adviser from their major area of study using the Change of Major/New Adviser Form. All day students are required to meet with their assigned faculty adviser(s) each term prior to registration. Both day and weekend students are encouraged to meet with their faculty adviser(s) as often as is necessary. Center for Learning and Adaptive Student Services (CLASS) The Center for Learning and Adaptive Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attentional, psychiatric, and other cognitive disabilities, and for students with physical disabilities. CLASS has been recognized as a leader in its field, helping these students gain full access to the College curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Support and specialized services are provided to students with documented physical disabilities, which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments. Each term, disability specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, general technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Accommodations Laboratory • Assistance with academic, organizational, and time management skills The disability specialists may also consult with instructors, academic advisers, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of those opportunities, however, remains the student’s responsibility. These services are available to any Augsburg student who establishes eligibility by submitting appropriate documentation to CLASS. A copy of the Guidelines for Documentation of a Disability can be obtained by contacting the CLASS Office. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities. The mandate to provide accommodations does not, however, extend to adjustments that would “fundamentally alter” the basic nature or essential curricular components of an institution’s courses or programs. Housing accommodations are provided on an individual basis for students with disabilities based on the review of appropriate documentation. The nature of the disability and the amount of equipment and personal care needed are also considered in housing placement. These services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become selfdirected learners. Comprehensive academic support (e.g., time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: Tutoring/Supplemental Instruction Services—ASO coordinates free tutoring (contract and drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. Conditional Admit Program (CAP)—A limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Probation Advising—Students placed, continued, or returned to academic probation are required to meet with an approved academic advocate. A registration hold is placed on the student's record, which will prevent registration, until the student completes the probation requirements. Students who do not fulfill the necessary requirements of their probationary status will be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Augsburg Advantage at St. Kate’s (AASK)—Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program. The AASK program is a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first-year students complete at Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion, students are guaranteed sophomore status (minimum of seven course credits) and will have fulfilled many of the first-year Augsburg requirements. To complete the program, students are required to: • Complete all required courses (30 semester credits) including Foundations in Fitness (at Augsburg) with a minimum 3.0 GPA and no course grade below 2.0 or P. • Satisfactory completion of all Critical Competencies at St. Kates • Attend all seminars and transition events at Augsburg and St. Kates • Complete transition application and recommendation process with adviser at St. Kate’s by March 15. • Complete the Summer Transition Program (one course and all programming) in Summer I at Augsburg after year at St. Kate’s. A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s University, may be an option for students who are unable to transition after their first year in the AASK program. Students should contact SCU and Augsburg advisers if interested in this option. TRiO Programs TRiO programs are federal student services programs funded by the US Department of Education, and hosted with additional funding by Augsburg College. TRiO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRiO/ Student Support Services Student Support Services (SSS) is a TRiO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a four-year degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRiO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRiO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program adviser to address academic success issues, through: • Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skill-building • Academic program planning, including pre-registration for each term, major and career decision making, and long-term course planning • Preemptive tutoring during the first seven weeks of the semester • Financial aid counseling and financial literacy education • Assistance with FAFSA renewal and supplemental scholarship applications • Academic progress monitoring • Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) • • • • • • Career and personal skills development, with referrals to appropriate resources Academic success workshops, group academic skill development Graduate and professional school information and application assistance Social and cultural activities and student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising • Need-based scholarships for students actively participating in TRIO/SSS. Students may apply for TRiO/SSS any time after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRiO/SSS adviser, contact TRiO/SSS program staff at 612-330-1311 or triosss@augsburg.edu. TRiO-McNair Scholars Program—The McNair Scholars Program, a federal TRiO program funded by the US Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment of students from underrepresented segments of society and to encourage these students to consider becoming college professors. McNair Scholars enroll in the program during their sophomore or junior year. Students must be enrolled full time (or will be enrolled full time) at Augsburg College, demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the program, the student must be low-income AND first generation OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The Augsburg McNair program serves 25 students per year. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. For research, scholars receive funding from the College and the grant for a total of $4,000 stipend plus up to $1,500 for room and board and up to $500 for research supplies. Stipends are also available for attending and presenting their work at a professional conference (up to $1,000). Students will also participate in: • Social and cultural activities to enrich participants’ academic lives and perspectives • Conference travel and professional presentation of participants’ original research • Graduate program exploration and application assistance • Financial aid exploration, as well as graduate school application and GRE fee waivers, and other financial incentives, such as McNair-designated fellowships • Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs • Tuition-free academic credit courses—Discourse in the Disciplines and Introduction to Research • Sharpened writing, library, technology, and oral presentation skills • A motivated, diverse, and supportive learning community Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research • Summer Research Program—URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend. • Academic year research—$1,000 to pursue scholarship with a faculty mentor Nationally-Competitive Fellowships—Provide application assistance and interview preparation for awards such as the: • Fulbright US Student Program • Goldwater ($7,500 science scholarship) • Rhodes (two years at Oxford) • Truman (graduate fellowship for public service) • Mitchell (one-year study at Irish institution) • Rotary Ambassadorial Scholarship • Marshall (two-year study at UK institution) • Udall ($5,000 for undergrad interested in environmental or tribal policy) • UK Summer Fulbright (first and second years study abroad at UK institution) • NSF (graduate fellowship) • Gates/Cambridge (two years at Cambridge) Graduate and Professional School Advising—Individualized advising and application assistance for: • Graduate school • Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, etc.) • Off-campus summer research experiences for undergraduates (US and abroad) GRE test Affordable, on-campus prep courses Other Initiatives • Fund student travel to national academic conferences to present research findings • Mayo Innovation Scholars Program—Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property • Zyzzogeton—Annual on-campus festival showcasing undergraduate research and creative activity • Courtland Agre Annual Summer Research Symposium for students in STEM disciplines (in conjunction with Nobel laureate, chemist, and Augsburg alumnus Peter Agre, and St. Olaf College) Services for Students with Disabilities Center for Learning and Adaptive Student Services Supports students with learning, attentional, psychiatric, and other cognitive disabilities. Provides support and specialized services to students with documented physical disabilities. TRiO/Student Support Services Students with disabilities may be eligible to apply for TRiO/SSS. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values: recovery based on spirituality and the 12-step model; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community-building activities. Students have access to academic skills specialists and other support services on campus. Participation in Step-UP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12-step abstinencebased recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Ethnic Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: • Assisting students with the admission process and financial aid application • Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage • Providing opportunities for the campus community to learn about the variety of American Indian people and cultures • Providing academic advising and course plans • Providing opportunities to network with other American Indian students, faculty, staff, and alumni • Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships • Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Hispanic/Latino Student Services The Hispanic/Latino Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Day, WEC, and graduate students find assistance in admissions and financial aid procedures, scholarships, orientation and registration, academic planning, career counseling, housing, internships and employment, and placement referrals. The program advises Latino student organizations (such as the Spanish Club and the Allied Latino/a Augsburg Students) and supports academic, social, and cultural events/activities that improve the academic and personal development of Hispanic/ Latino students and provide awareness of the unique aspects of Hispanic culture. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain AsianAmerican students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and nonacademic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Student Services The Pan-Afrikan Center (PAC) traces its roots to an event held in 1968 called “One Day in May” when Augsburg hosted a series of interactive programs with the community. As a result, Black Student Affairs was born. It has evolved, over the years, into the PAC. PAC serves the Augsburg College community by providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of Afrikan descent. This service enhances the recruitment, retention, and graduation of Pan-Afrikan students and enables their learning experience to be interactive. PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming and advises the Pan-Afrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of Afrikan descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented students of color who are continuing Augsburg undergraduate students. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: o A GPA of 2.5 or higher o Demonstrated financial need o Demonstrated leadership ability or potential o Demonstrated community involvement both on and off campus Program objectives are to: o Support scholars as they continue at Augsburg o Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? o Assist in discerning vocation o Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/cao/lgbtqia.html. Health and Fitness Center for Counseling and Health Promotion (CCHP) CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges with professional mental health counselors. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly pilates and yoga classes. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-330-1707 or visit www.augsburg.edu/cchp. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for the recruitment and advising of international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and carry out the Responsible Officer (RO) role for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. An RO ensures institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. Other examples of ISSS responsibilities include: ● Providing general advocacy for international students ● Advising the International Student Organization ● Overseeing the International Student Mentor Program ● Supporting the development of intercultural competence ● Implementing a mandatory international student orientation program each semester ● Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card ● Recruiting international student applicants and guiding them through application and visa processing procedures ● Managing international student recruitment partnerships ● Marketing Augsburg College to the international community Residence Life Program Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Department of Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: o Enrollment deposit o Housing deposit o Housing contract Students submitting deposits and the housing contract after May 1 will be placed in housing as space is available. During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Urness Hall—One home to new Auggies and upper-class resident advisers, this nine-story high-rise houses 324 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Linens are not provided. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and two-bedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 students, including new Auggies, upper-class students, and the special interest housing program. All rooms are furnished with beds, dressers, desks, and chairs. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and fourbedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. This building is designed to provide an environment for upper-class students. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass community and upper-class students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. Special Interest Housing—Special interest housing is available to students who are interested in creating a living/learning environment by designing their own house system. All house members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past special interest housing include PASU, Fellowship of Christian Athletes, Youth and Family Ministry, Urban Studies House, PreProfessional Health Association, and the Cross-Cultural House. Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. College Policies Student Standards of Behavior, Complaints, Records The College has adopted a statement of standards for student behavior and has provided for due process in matters of academic honesty, disciplinary action, and grievances. These are in the Student Guide. The College operates in compliance with the Family Educational Rights and Privacy Act. Students have the right to inspect certain official records, files, and data that pertain to them and that are maintained in the registrar’s office and the placement office, and to challenge inaccurate or misleading information. Information on these policies is found in the Student Guide available on the website at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act (FERPA) of 1974, as amended, provides certain rights to students regarding their education records. Each year Augsburg is required to give notice of the various rights accorded to students pursuant to FERPA. A copy of Augsburg’s policy is published in this catalog in the Student Life section and in the Student Guide distributed annually to students. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student, except in limited circumstances. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. This means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. Complete information about Augsburg’s procedures with regard to FERPA are available from the Office of the Registrar. Discrimination Complaints For inquiries or grievances in any of the following areas, contact the director of human resources, ground floor, Memorial Hall 19, 612-330-1023. Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. Academic Information Augsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Degrees Offered Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science degrees. Augsburg also offers the Master of Arts (in leadership, nursing, and education), the Master of Business Administration, the Master of Science (in physician assistant studies), the Master of Social Work, and the Doctor of Nursing Practice degrees. Academic Calendar The Augsburg day program follows the semester calendar, with fall and spring semesters of approximately 14 weeks. Full-time students normally take four course credits each semester. The Day College calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities (ACTC), so that students can take a course on another campus during the regular term.** Weekend and Evening College (WEC) classes typically meet on alternate weekends and the program follows a trimester calendar. Some classes may meet weekly on weekday evenings. The fall trimester is held from early September through mid-December. Winter trimester meets from January through late March. Spring classes are held from early April through the end of June. There are seven to eight class sessions each trimester, and classes meet on weekends for 3.5 to 4 hours. (Refer to the program schedule for weekday evening meeting times.) Students may take from one to four classes each term.** The Rochester campus operates on a trimester calendar. Classes are held on weekday evenings and meet alternate weeks. Similar to Weekend and Evening College, Rochester’s fall trimester begins in September, winter trimester begins in January, and spring trimester begins in April. There are seven to eight class sessions each trimester with each class meeting for 3.5 to 4 hours. Students may take one to four classes each term.** **See Registration under the Academic Policies and Procedures section and Calendars under Academic Calendars Courses and majors offered through Weekend and Evening College and on the Rochester campus are the same as their Day College counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Augsburg offers two summer school sessions, plus two summer online options. Select graduate-level courses may be made available in a separate summer term. The summer session schedule is available in March of each year. Augsburg graduate programs follow a trimester calendar, except for physician assistant studies. (See Graduate Programs Section.) Faculty The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Every incoming student receives an adviser. In this close interaction, faculty act as both mentors and models for students. Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 23,000 e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of the seven private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, www.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet and internet2. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on- and off-campus. Academic Organization and Programs Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities—American Indian Studies, Art, Communication Studies, English, History, Languages and Cross-Cultural Studies, Music, Philosophy, Religion, Theater Arts, Women’s Studies, College librarians. Natural and Social Sciences—Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology. Professional Studies—Business Administration, Education, Health and Physical Education, Nursing, Social Work. Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Some students decide on a major or majors before they enter college; others explore a variety of disciplines before deciding. The College requires students to declare a major upon completion of 12 course credits, and earlier in some disciplines. Details of majors and minors are in the Departments and Programs section. Unless otherwise indicated, majors are part of the bachelor of arts degree. Students are not required to complete a minor for graduation; however, minors completed prior to graduation will be listed on the transcript. Minors are not noted on the transcript if they are completed after a bachelor’s degree has been awarded. Student-Designed Major Students may design their own major with the assistance and approval of three advisers from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisers, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisers from relevant fields, who together constitute the Review Team. All advisers must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisers’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: a. A statement of learning goals and objectives b. A list of proposed courses (minimum of nine, no more than one of which is a lowerlevel language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Strommen Career and Internship Center for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. c. A description of the student-designed major capstone to be taken sometime during the senior year. The student should devise the capstone in consultation with advisers. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisers must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisers presumes their approval of the capstone course. 3. Submit the completed proposal and supporting documentation to the dean’s office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisers regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with adviser approval. ACTC Majors—It is possible for full-time day students to complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Augsburg registrar’s office. This form must list all ACTC courses required and be signed by the ACTC school adviser. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. Weekend and Evening College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Other Study Programs Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary, or K-6 license. A middle school endorsement is available in one of the following: mathematics, science, communication arts/literature, social studies. A preprimary endorsement (3- to 5-year-olds) is also available. Licensure is also available in the following middle school/high school fields: life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) K-12 special education majors and licenses in emotional/behavioral disabilities and in learning disabilities are also available. These majors and licenses are offered only through Weekend and Evening College. Students seeking elementary licensure and special education licensure have Education Department advisers. Students seeking 5-12 and K-12 licensure have advisers in their subject area major and in the Education Department. It is very important that students work closely with their advisers throughout their programs. Certificate Programs Augsburg offers undergraduate certificates through the Departments of Art and Business Administration (see Departments and Programs section). Certificates are available to nondegree seeking students or students who are completing a degree from a different academic department. A student may declare degree-seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty adviser is available in each field to assist students in their planning. Students who want to plan a preprofessional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. Pre-Dentistry—These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116, 351, 352; MAT 114 or 163 or 248; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering—See Engineering in the Departments and Programs section. Pre-Law—Students considering a career in law should examine the handbook published by the Association of American Law Schools. Students may wish to take law-related courses to help determine their interest in law. Pre-law students should major in a discipline of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score. Pre-Medicine—Majors in chemistry and biology are not required in order to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. At this time, most medical schools list as prerequisites courses which are the equivalent of CHM 115, 116, 351, 352; BIO 151, 152, 253; MAT 145, 146 and PHY 121, 122. Many also require the equivalent of BIO 369 and MAT 163 or 248. Students should take care to examine closely the requirements of each program to which they intend to apply. The Medical College Admission Test (MCAT) is scheduled to be substantially altered in 2015. A new section in social and behavioral sciences will be added and greater emphasis placed on advanced topics in biology. Students planning to enter medical school in the fall of 2016 or later should work closely with health profession advisers to learn how the exam will differ from the current format and what prerequisite coursework will be required by medical schools at that time. Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy— Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy—Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary—A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Augsburg Center for Faith and Learning provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine—To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the Departments and Programs section. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC)—Through CLIC, the Twin Cities private colleges library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC)—Full-time day students at Augsburg and the St. Paul colleges and universities of Hamline, Macalester, St. Catherine, and St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has crossregistered is kept in the Office of the Registrar at Augsburg College, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students among the campuses. Weekend and Evening College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA)—Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Metro-Urban Studies sections of Departments and Programs.) McNally Smith College of Music—Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores through seniors. There is no additional fee for this program. Students should consult with their adviser to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg–McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has registered for through the exchange is kept in the Office of the Registrar at Augsburg College, not McNally Smith. Air Force ROTC—Augsburg day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar, or call the University of St. Thomas at 651-962-6320 or 1-800-328-6819, x6320. Army ROTC—Augsburg day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the Office of the Registrar. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in education abroad, which includes study, internships, service-learning, research, student teaching, and field study abroad. Services provided through the Augsburg Abroad office: • Study abroad program selection advising • Financial and academic advising for study abroad • Registration and billing for study abroad • Pre-departure and re-entry support (application, orientation, etc.) • Faculty-led, short-term program coordination About half of Augsburg undergraduate students study abroad at least once before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, do student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in Tanzania, take organic chemistry in New Zealand, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries. Programs vary in length from one week to a year abroad. In addition to the Augsburg Study Abroad programs (Augsburg faculty-led short-term, Center for Global Education, exchange and HECUA programs), students can choose from affiliated program providers. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroadapproved study abroad programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, lifetime activity, and internship requirements. This is determined prior to departure when students fill out the required Course Approval Form that is signed by faculty adviser(s), and appropriate staff and faculty approving courses. Semester and Summer Programs • Courses taken on off-campus programs during the senior year will meet the Augsburg residency requirement. • Students must take a full load of credits while abroad on semester programs. • Students must take courses graded A-F while abroad. • Grades received on affiliated and non-Augsburg programs are reported as transfer credit on the transcript, and thus are not figured into the GPA. • A C-equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. Overload Fee Exemption for faculty-led January and Spring Weekend and Evening College (WEC) programs: January and spring WEC faculty-led programs are placed within the spring semester. However, full-time day students will not be billed an overload fee if an additional 4.0 or 4.5 credits are taken in the regular spring term. A student taking minimal credits in the spring can use the January or Spring WEC faculty-led short-term program as a spring term course in order to be considered part-time or full-time. Crossover Policy Exemption—The crossover policy does not apply to study abroad students. WEC students who do a study abroad program placed in the day program do not count that as their crossover course. The same policy exemption is valid for day students doing a study abroad program scheduled in a WEC term. Eligibility Following are Augsburg College’s requirements for study abroad: • • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad Sophomore, junior, or senior standing by the time you study abroad. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader. • Transfer students must complete one semester at Augsburg before they may study off campus. • No academic or disciplinary probation. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. • No outstanding balances on student account Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is important. Application Process In order to study abroad students should follow the P-A-C-K steps: • Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at www.augsburg.edu/augsburgabroad. • Advising: Attend an advising meeting--held daily in the Augsburg Abroad office or by appointment • Choose: Choose from more than 300+ Augsburg and affiliate programs in more than 90 countries. An advanced online search tool help students find programs based on location, academic needs, and personal interests. Applying online is easy—click "Apply Now" and follow the simple steps. • Key Dates: Keep track of application deadlines. Application Deadlines: September 30 Spring semester study abroad and winter-break faculty-led programs November 1 Spring-break faculty-led programs February 1 Spring WEC term and Summer Session faculty-led programs March 1 Fall semester and non-faculty-led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. ACCESS/CLASS Abroad Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged to work closely with Augsburg Abroad/CLASS/ACCESS. Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student, CLASS, and /or ACCESS offices to determine needs and make appropriate and possible accommodations abroad. Costs and Financial Aid The cost of semester study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg scholarships, and tuition remission benefit) may use their scholarships to study abroad multiple times on Augsburg programs (see below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study abroad costs on an affiliate program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the study abroad fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and refund policies of Augsburg Abroad and their program provider. Augsburg Study Abroad Programs Augsburg Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program length varies from nine days to five weeks. Programs change annually. Scholarships are available for some programs. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Cuba, Mexico, and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families. In the Mexico and Namibia programs, students travel together on two-week seminars—from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. Scholarships are available for Augsburg students. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, and feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Students may meet several AugCore requirements while in Mexico and/or take courses in the following four concentrations: business, religion, Spanish, and women’s studies. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. Credit is available in history, religion, political science, and interdisciplinary studies. Internships are also available in several disciplines. Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, El Salvador, Nicaragua)—Fall or spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Guatemala, El Salvador, and Nicaragua, as well as study approaches toward social and economic development. Course credit may be earned in Spanish, religion, history, women’s studies, and political science. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States. as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor of Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field is also available for qualified students. Students live with Mexican host families for six weeks. International Exchange Partner Programs The Office of International Programs offers a broad range of semester and academic year exchange programs in China, Finland, Germany, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English. Travel scholarships are available for these programs. For further information on these programs and scholarships contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the International Programs and Metro-Urban Studies sections of Departments and Programs). Community Internships in Latin America (Ecuador)—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. New Zealand Culture and the Environment: A Shared Future—Fall Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Northern Ireland: Democracy and Social Change—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. SUST: Scandinavian Urban Studies Term (Norway)—Fall and Spring A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. MUST: Poverty, Inequality and Social Change —Fall or Spring This semester-length Metro-Urban Studies Term (MUST) program delves into the root causes of increasing levels of poverty and inequality in the United States. To understand these issues, the program focuses on the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. City Arts—Spring An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet Twin Cities artists, activists, private and public arts funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change. Environmental Sustainability: Science, Public Policy, and Community Action—Fall Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. Uses social, economic, and environmental sustainability to address themes like the links between rural and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience learning from community organizers, government planners, and business leaders who are rising to the challenges of creating a more sustainable world. Writing for Social Change—Fall Writing for Social Change prepares students to be better readers, writers, and actors in our society by looking at the role of literature and literary production in creating social transformation. As one theme of the program, students focus on “voice” and the idea of claiming voice as a means of empowerment, while they simultaneously develop writing craft and critical reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and creative nonfiction) and critical reading/reflection sessions. Clair and Gladys Strommen Career and Internship Center The Strommen Career and Internship Center is a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career Services Career Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests; explore career paths; and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments and individualized career planning and coaching. Staff also assist students with choosing majors, planning for internships, preparing for internship and job searches, and making connections to community, business, and alumni resources. Internships Academic Credit An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic-related objectives, strategies, and evaluation methods for receiving credit. Students do internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, and schools and churches. Internships for credit are available in all majors and can be taken during a day program semester, Weekend and Evening College trimester, or summer sessions. Interdisciplinary (INS) internships are also available. For extension of an internship beyond one term, see Evaluation and Grading. Internships can be registered for 1 course credit or .5 credit. One course credit involves a minimum time commitment of, on average, 10 hours per week or 140 total hours. Internships for .5 credit require a minimum of 80 total hours. A maximum of four courses of internship may count toward the total courses required for the degree. Internships completed off campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation Not-for-credit internships related to a student’s major or career interests can be registered for a zero-credit transcript notation (GST009). The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part time during the academic year and/or full time during summer, and can begin and end anytime. Students set learning goals and evaluate their experience. The director of the Strommen Career and Internship Center supervises non-credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement by completing a Work-Connections reflection process. Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring programs, and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger community by using food as a tool to nourish bodies, develop leadership, and educate students through service-learning. To accomplish these goals, three separate programs exist: Food to Share—Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to neighborhood partners, including homeless shelters, youth and senior programs, and others. Food to Grow—On the corner of campus, Augsburg staff and students manage a community garden composed of 70 individual plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. Food to Buy—A farmer’s market and CSA delivery is available weekly at Augsburg College and the Brian Coyle Community Center in order to increase access to healthy foods. Surplus produce from the market and CSA shares are donated to the Campus Kitchen meal delivery program. Bonner Leader Program In November 2008 Augsburg College launched its first year of the Bonner Leader program, funded through the national Bonner Foundation. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg. Those selected to be a part of the Augsburg College Bonner Leaders were largely first-year students, with diverse ethnic and geographical backgrounds and unique experience with community-leadership roles. Through service placements with partner nonprofit community organizations, students worked an average of 200 hours over the course of the academic year in placements supporting ELL classrooms, running an employment education computer lab, helping coordinate a low-income housing program, providing community health outreach, and working with a financial literacy program. Beyond their work-study service, students participated in at least 100 volunteer hours with various community initiatives and civic engagement projects on campus. Through their participation with the Bonner Leader program, students engaged in monthly guided reflections and leadership development training. The Augsburg Bonner Community Leader program is a successful campus model to build on the College’s culture of community and civic engagement and bring together existing community service programs to take the College community to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Reads program is a federally-funded literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar-Riverside neighborhood that are focused on student achievement through after-school programs. Graduate Programs Augsburg College offers seven graduate degree programs: Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Doctor of Nursing Practice, Master of Business Administration, Master of Science in Physician Assistant Studies, and Master of Social Work. Consult the Augsburg Graduate Studies catalog for complete information. The Master of Arts in Education (MAE) offers initial licensure coursework at the graduate level in elementary education, secondary education, and special education—E/BD and LD. The MAE also offers the preprimary specialty and the K-12 Reading Teacher endorsement. Students are able to take up to six licensure courses at the graduate level and complete their licensure programs with a combination of graduate and undergraduate coursework. Students can then apply their graduate level licensure courses to complete a master’s degree program. Students will complete their master’s degree through a combination of Master of Arts in Leadership coursework and graduate level education coursework. Licensed teachers also can pursue special education (E/BD and/or LD), as well as the K-12 Reading Licensure Endorsement and the preprimary endorsement at the graduate level. The program is available through the Weekend and Evening College schedule, and the admissions process begins with the Office of Admissions. For further information about the programs, contact the Education Department or the admissions office. The Master of Arts in Leadership (MAL) is based on a liberal arts approach to leadership studies. This cross-disciplinary program directs its academic content and pedagogical approaches to situations, issues, and problems relevant to organizational leaders. Augsburg’s program recognizes that today’s leaders need a broad spectrum of abilities to provide them with a more comprehensive understanding of their world. Designed for working adults, the program offers courses primarily on alternate Saturdays (Note: A five-year program is available to Augsburg undergraduate accounting majors that would qualify them for CPA certification and fulfill requirements for a BA in accounting and an MA in leadership. See the Department of Business Administration, accounting major section of the catalog for further information.) The Master of Arts in Nursing prepares nurses for transformational leadership and transcultural community health nursing practice across care settings, with emphasis on addressing health inequities among diverse populations. The program is offered within the context of a Christian liberal arts education. Graduates are eligible to apply for national certification in Advanced Community Health Nursing, or Advanced Nursing Administration through the American Nurses Credentialing Center (ANCC), and/or Advanced Certification in Transcultural Nursing through the Transcultural Nursing Society (TCNS). Classes meet on a flexible schedule (every other week or once per month) that includes weekdays, weekday evenings, and Saturdays. Web-enhanced teaching is used for all classes. Practicums include optional short-term study abroad experiences. Students may choose to study in Mexico; Guatemala; Namibia; Pine Ridge, S.Dak.; and/or Europe. The Master of Arts in Nursing program is accredited by the Commission on Collegiate Nursing Education in accordance with its accreditation standards and procedures. Streamlined entry into the Master of Arts in Nursing—Students with an ADN and a bachelor’s degree in a field other than nursing can enter the Master of Arts in Nursing program as a “bridge student.” This process requires acceptance to the MA in Nursing program and completion of three courses in the Augsburg undergraduate nursing program. Students in good standing in the Augsburg undergraduate nursing program can enter the MA in nursing through an “expedited” process. After provisional acceptance to the MA in Nursing program while still a student in the undergraduate program, students can take three designated courses in the Master of Arts in Nursing, which will be applied to the MA at Augsburg upon successful completion of the undergraduate nursing degree. The Doctor of Nursing Practice (DNP) program is designed for registered nurses (RNs) who currently hold a master’s degree in nursing and wish to advance their practice within diverse communities and complex institutions. The program prepares nurses for advanced transcultural nursing in community life, integrating holistic practice modalities that uphold and improve human potential across care settings and care systems. The emphasis is on nursing leadership and system level changes that decrease health inequities and improve health outcomes of persons underserved by the current health system. Short-term study abroad and away opportunities are woven throughout the curriculum, and students are encouraged to take advantage of these opportunities. The DNP program is structured in a cohort model. Students are admitted to the program during the spring, and classes begin in the fall term. Classes meet face-to-face one day per month and three times during a term. Seminars are scheduled for the mornings following classes. Video conferencing between Minneapolis and Rochester is used for most classes and seminars. The program is structured to be completed in 32 months of part-time study---five semester credit hours per term. The Master of Business Administration (MBA) is designed to give students mastery of the skills and knowledge necessary to advance in their careers and accept roles of greater responsibility in an organization. Meeting primarily one evening per week, this challenging program is designed to be completed in 23 months. Organized in cohort format, the program encourages learning in a collaborative small-group environment and features a high level of interaction and attention from the faculty. The program focuses on giving students the ability to think critically and effectively manage in complex environments. An intensive management consulting course allows students to apply theory and classroom learning to an actual business or organizational environment. Local businesses and organizations provide a laboratory for students as they complete comprehensive projects in various disciplines and functions. The core program can be enhanced through participation in a number of concentrations including finance, health care management, international business, social entrepreneurship, and marketing management. The Master of Science in Physician Assistant Studies (PA) is designed for students interested in careers as health care providers. The mission of the program is based on a foundation of respect and sensitivity for the cultures and backgrounds of, and is oriented toward providing care to, underserved populations. Students are well educated in current medical theory and practice in primary care medicine. All physician assistants must have a supervising physician in order to practice. The program is three years long with classes held Monday through Friday during the day. The Master of Social Work, accredited by the Council on Social Work Education, prepares students for entering advanced social work practice. The program builds on the liberal arts base of the College and supports the College’s mission to nurture future leaders in service to the world. There are two concentrations: multicultural clinical practice (MCCP) or program development, policy, and administration (PDPA). Students choose one of the two concentrations for their program focus. The curriculum emphasizes work with diverse and oppressed groups, social justice, leadership for social change, and a holistic, strengths-based, problem-solving framework. Graduate social work classes meet in four-hour blocks on Friday evenings, Saturday mornings, and Saturday afternoons. The multicultural clinical practice concentration prepares students to work with diverse peoples across the full range of contemporary clinical social work practice settings. The program development, policy, and administration concentration prepares students to actively seek equality and justice for clients within agencies, institutions, and society, while directing energy toward changing policies that obscure and oppress people. Two dual degrees are also available: a Master of Social Work/Master of Arts in Theology degree (MSW/MA, Theology) and a Master of Social Work/Master of Business Administration degree (MSW/MBA). The MSW/MA dual degree is offered in collaboration with Luther Seminary. It is designed to meet the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities. The MSW/MBA dual degree is offered in collaboration with the Augsburg MBA program. It provides students with the skills and expertise necessary to build well managed and financially sound organizations that serve diverse communities, both locally and globally. Other Programs Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/US relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a student’s AugNet Records and Registration page. Day students are required to meet with their faculty adviser prior to registration for the fall and spring terms. Weekend and evening students are not required to meet with a faculty adviser, but it is strongly encouraged. Students are responsible for verifying the accuracy of their registrations. Web registration through AugNet is the primary method of registration, although the Enrollment Center is available to process registration forms. Please reference the academic calendar for the schedule of open registration dates. Students who encounter a prerequisite issue when trying to register for a course through AugNet should come to the Enrollment Center for assistance. The following registrations cannot be completed online and must be processed at the Enrollment Center: • THP courses (Theater practicum courses) • 100-level MUP courses (Variable-credit music lessons) • Student Teaching (Education Department approval required) • Independent Study and Directed Study (Separate form available at the Enrollment Center; instructor and department chair signatures required) • Internships (Registration form available at the Strommen Center or Enrollment Center; instructor and director of Strommen Career and Internship Center signatures required) Full-time day students normally register for four course credits per semester. Students registered for three or more course credits in a semester are classified as full-time students. Students registered for two course credits are classified as half-time students. To register for more than 4.5 course credits, students must contact the Enrollment Center to petition the Committee on Student Standing unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 5.0 course credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 5.5 course credits without petitioning. All overload registrations must be done in person at the Enrollment Center. (Note: There is an additional tuition charge for course loads over 4.5 course credits. This includes combining the credit load from both the day and WEC programs. Spring day term will include winter WEC and spring WEC.) Auditing classes over the 4.5 overload limit will also incur a tuition charge. Official academic calendars for all programs are available on the registrar’s webpage. The last day to initially register for courses in the day program (semesters) is the Friday before the term begins. After initial registration, day students may add individual classes to their current schedule or withdraw without notation through day 10 of the term. The signature of the instructor is required to add a class after the fifth day. From day 11 through day 20, students may still petition the Committee on Student Standing for permission to add a class. There is a fee for this petition. Day 20 is the last day to petition for adding a class. Students registered for day program Time 1/Time 2 (T1/T2) courses that meet only part of the term may add or withdraw without notation through the fifth school day after the start of the course. Changing grade option or withdrawing with a W is allowed through the fourth week of T1/T2 classes. Specific dates for each term are listed under “Academic Calendars” at www.augsburg.edu/registrar. . Weekend and Evening College and Rochester program students typically register for one or two course credits each trimester. Maximum credit load is 4.0 credits. Students registered for at least two course credits in one term are considered full-time for that term. Students registered for one course credit are considered half-time for the term. The last day to initially register for courses in the Weekend and Evening College program (WEC) is the last business day before the term begins. After initial registration, WEC students may add individual classes to their current schedule or withdraw without notation through Friday after the first class weekend. The signature of the instructor is required to add a class after the class meets. Students may petition the Committee on Student Standing for permission to add a class through the Thursday prior to the second class weekend. There is a fee for this petition. The last day to petition to add a class is the Thursday prior to the second class weekend. Students registered for Weekend and Evening College T1/T2 courses may add or withdraw without notation through the Friday after the first weekend class meeting. Changing grade option or withdrawing with a W is allowed through the Tuesday after the second weekend class meeting. The last day to initially register for courses on the Rochester campus is the last business day before the term begins. After initial registration, Rochester students may add individual classes to their current schedule and/or withdraw without notation through Monday after the first week of classes. The signature of the instructor is required to add a class after a class meets and it must be processed through the Enrollment Center. Students may petition the Committee on Student Standing for permission to add a class through the Friday prior to the second week of classes. There is a fee for this petition. The last date to petition to add a class is the Friday before the second week of classes. Students registered for Rochester T1/T2 courses may add or withdraw without notation through the Monday after the first week of the class. Changing grade option or withdrawing with a W is allowed through the Monday after the second week of the class. Separate rules apply to Summer Session. Late course registrations may be subject to additional late fees. ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. As some courses are offered only in alternate years, students should also consult with departmental advisers when planning their academic program. Summer session and graduate program courses are published in separate schedules. Specific information on registration and help with registration on other campuses are available from these offices: Office of the Registrar—612-330-1036 Academic Advising—612-330-1025 Rochester Program—507-288-2886 Crossover Registration Policy Every Augsburg undergraduate student is admitted to a “home program,” either the day, Weekend and Evening College, or Rochester Program. It is expected that students will complete most degree requirements through their home program. However, full-time students may register for up to 1.0 credit per term outside their home program. Enrollment will be based on class availability. Tuition will be charged at the rate of their home program for courses registered outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the two terms. For example, a day program student taking 2.0 credits in the day program, and 1.0 credit in the WEC program, will be considered full-time and will be charged the full-time day program tuition rate. A WEC student taking 2.0 credits in the WEC program, and 1.0 credit in the day program, will pay the WEC tuition rate x 3.0 credits. Day students taking more than 4.5 credits will pay the day part-time rate for any credits over 4.5 in their combined day/WEC load (Spring day term will include both winter WEC and spring WEC). The maximum number of credits that may be included in the day full-time tuition rate for students who cross-register is 4.5. Students have registration priority in their home programs. Crossover registration dates are published on the registrar’s office webpage. Crossover registration is not available online. The WEC and Rochester programs are not part of the ACTC (Associated Colleges of the Twin Cities) tuition exchange program. WEC/Rochester students may NOT cross over to attend ACTC courses. Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Change of Program Students may apply to change their “home program” by filling out a Change of Program form available at the Enrollment Center. The change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Students registered in spring day may not do a change of program into spring WEC. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in a failing grade on their official academic record. Cancellation of courses or withdrawal from College must be completed in the Enrollment Center. A Withdrawal from the College form may be obtained at the Enrollment Center or downloaded from the registrar’s webpage. The last day to file for withdrawal from the College is the last day of classes prior to finals week. Withdrawal from college and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is returned to the registrar’s office. Students must be readmitted to the College when they are ready to resume their studies. The Application for Readmission form is available from the Enrollment Center or can be downloaded from the registrar’s webpage. Students are responsible for keeping the registrar’s office informed of their current mailing address. Leave of Absence Students following the day calendar (semester) may apply to take a leave of absence for one term. The leave of absence allows continued access to e-mail and AugNet Records and Registration. If a student on a leave of absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission form in order to re-enroll. The leave of absence program is not available to day students who withdraw from all courses in a term. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must provide a copy of their orders to the registrar. If the student is called to duty after the deadline to drop a course, the registrar will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an “incomplete” agreement. Students who are able to complete some of their courses would have their refund adjusted to reflect this. Students who are being placed on active duty should contact the registrar and/or the dean’s office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the committee considers requests for: • Minor exceptions to academic requirements and/or approval of transfer course substitutions • Extending time for an incomplete • Permission to take a course overload • Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) Note: Petitions for an exception to published registration deadlines will require a $50 petition fee attached to the petition. This fee is nonrefundable regardless of the outcome of the petition. Petitions involving adding or dropping courses/withdrawing from college after the deadline must be submitted within six months of the published registration deadlines for the term involved. For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. Students who are allowed to add a course by petition after the published registration deadline will incur a $150 late registration fee per course. In addition, the committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The committee also hears appeals from students who have been dismissed for academic reasons. The committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term in which they withdrew from College. The committee typically meets every other week throughout the school year (SeptemberApril), and once a month during summer. Petition Process Step 1: Pick up a petition form at the Enrollment Center or download from the registrar’s webpage, www.augsburg.edu/registrar/. Step 2: Fill out the petition form completely. Include documentation for illness or family emergency. Have your adviser, instructor, or department chair sign and add comments concerning your request. Petitions without comments from faculty will be returned for completion. Note: If petitioning for a change in registration, submit a drop/add form signed by both the instructor and student. Step 3: Return the completed petition form to the Office of the Registrar/Enrollment Center; if applicable, include a signed drop/add form and $50 check. Step 4: Confirmation of the committee’s decision will be e-mailed to the student via his or her Augsburg e-mail account. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students who graduated from Augsburg and are returning to complete an additional major will not be awarded a second degree unless it is different from the original degree awarded. (BA, BM, BS) Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in computer science and a BS in computer science, but may earn a BS in computer science and a BA in computational philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Office of the Registrar and is based on a student’s official transcript. College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on an individual basis. The registrar’s office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg operates on a course credit system rather than semester or quarter hours. Augsburg course credits are equivalent to four semester hours or six quarter hours. Transfer credits that have been reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six, respectively. Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of course credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty advisers and the Office of the Registrar before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. (Refer to the Residence Requirements section of the catalog.) MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic adviser in the major department to discuss major requirements. Courses with C– grades or below will not be accepted as prerequisites or for application to majors. Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Office of Admissions and consult the Departments and Programs section of this catalog. Advanced Transfer Students Students who enter Augsburg with 13 or more course credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and REL 200 • Waiver of Augsburg Seminar requirement • Waiver of Engaging Minneapolis • Waiver of the Entry-level Critical Thinking Assessment • Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. *Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Office of the Registrar for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army records maintained by AARTS: http://aarts.army.mil Navy and Marine Corps records maintained by SMART: https://smart.navy.mil Coast Guard records maintained by US Coast Guard Institute: www.uscg.mil/hq/cgi/ve/official_transcript.asp Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the registrar’s webpage. Faculty advisers, the Academic Advising staff, department chairs, and the registrar’s staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Office of the Registrar about specific requirements for a second bachelor’s degree or for the equivalent of a major. See Special Students section (Second Degree). All degree and course requirements must be completed and verified in the Office of the Registrar in order for the degree to be conferred. (There may be no incompletes or open courses on the academic record.) Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 32 course credits—No more than these maximums may be applied toward the 32 total course credits required: two course credits by independent/directed study; four course credits of internship; and six course credits with a grade of Pass (P). To graduate with Latin honors, students may take no more than two elective P/N graded course credits. Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than two course credits with P grades toward a major and no more than one course credit with a P grade toward a minor. The Department of Education is an example of a department that allows students to apply more than two course credits with P grades within the major program (two in major field courses plus student teaching). 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed in the next section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certificate programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 8.0 course credits must be completed through Augsburg College. Additionally, no fewer than 6.0 of the last 8.0 course credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of courses that are required in residence within the major or minor. Consult the catalog description of the major/minor or the chair of the department for further information. The Augsburg Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Placement Tests Critical Thinking, Math, Writing, English, and language placement for Augsburg language courses Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning I and II The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Graduation Skills Critical Thinking Quantitative Reasoning Speaking Writing The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills; • Calls for common inquiry into questions of Christian faith and the search for meaning; • Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world — vocatio and caritas. The curriculum has three major components: The Augsburg Signature Curriculum The Liberal Arts Foundation Skills Requirements Skills Requirements Entry Level Placement Tests There are entry level skills assessments in: Critical Thinking Mathematics Writing Placement in French, German, or Spanish English Language Learners Placement in writing, math, and critical thinking courses is determined by assessments. These assessments are a prerequisite for (not completion of) core and graduation skills course requirements. First-year students who begin at Augsburg in the fall of 2012 or later must complete all required developmental/entry-level courses by the end of their fourth term. Transfer students who begin at Augsburg in the fall of 2012 or later must complete all required developmental/entry-evel courses by the end of their third term. The developmental courses subject to this policy are: • GST 100 • ENL 101 • ENL 111 / HON 111 / ENL 112 • ENL 217 / 218 • MAT 103 / 105 Critical Thinking Assessment and Requirement Students identified as needing the entry-level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Mathematics Assessment and Requirement All students are required to have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the registrar’s office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. Students are required to take the Math Placement Exam before registering for the first term. Practice questions and other information are available from Academic Advising. Students may retake the Math Placement Exam once during their first term of enrollment. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Exam. Students in MPG 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Writing Assessment and Requirement A writing sample is required of students to determine their placement in an appropriate writing class. In some cases, students who have transferred an equivalent English composition course from another college or Advanced Placement English Language and Composition with a score of 4 or 5 may have their placement determined by the registrar’s office. All other students must take the Writing Placement Test, which is administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. All students are required to complete Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111/112/HON 111). Modern Language Assessment Students with proficiency or experience in French, German, or Spanish will complete an assessment to determine placement in Augsburg’s modern language courses. This assessment determines the appropriate starting point for satisfying the modern language requirement. This online assessment is administered by Academic Advising. Assessment to determine placement in other languages taught at Augsburg is administered by faculty representing the specific language. English Language Learners Assessment and Requirement Students whose primary language is other than English will complete an assessment to determine English comprehension and preparedness for classes taught in English. This assessment is administered by Academic Advising. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement by taking ENL 217/218. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Core Skills Requirements Effective Writing ENL 111 Effective Writing or ENL 112 Advanced Effective Writing or HON 111 Honors Effective Writing with a grade of 2.0, P, or higher, or an equivalent transfer course is required. Attendance at the first day of class is required. Modern Language For students who have not previously studied a modern language, completion of a twocourse sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not grant course credit. Students may audit, but will not receive course credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement fulfill the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. More information can also be found in the English Language Learners section. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 Foundations of Fitness is required of all students. The second course may be chosen from a variety of different lifetime activity courses (HPE 002, 003). Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not included in the 32-course credit graduation requirement. The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 and REL 200) highlight Augsburg’s commitment to this identity and the College’s related interest in asking students to think critically about the concept of vocation. Faculty who teach these courses make the following commitments to their students: • • • • • • You are welcome—whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious.” Our Christian understanding is rooted in a generous spirit of hospitality. We will treat each other with respect as we learn how to engage in conversation with one another about our different values, commitments, convictions, and faith traditions. We will challenge and support one another to develop a mature faith for our time—open to doubts and eager to explore our questions and the realities of our world and culture. We will equip you with basic knowledge about vocation, religion, the Bible, and Christianity as well as about Judaism, Islam, Hinduism, and Buddhism—their stories, claims, and key concepts. We will deepen our study of Christianity, explore Augsburg’s claim that “what we believe matters,” and invite you to continue the process of developing your own lived theology. We will explore the concept of vocation and our understanding that we are beloved and called to live and serve as neighbors. We will explore the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • Encountering the community • Engaging the learning process • Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. The course linked with their AugSem introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or service-learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships and applied work experiences (including fieldwork, practicums, and student teaching), faculty-student research, service-learning/community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential learning with academic learning. Approved Augsburg Experiences meet two criteria: (1) integrate experiential learning with academic learning and (2) link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations, and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education—vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. The official list of approved keystone courses is found on the registrar’s webpage— under the heading General Education Requirements, click on Senior Keystone. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the traditional liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics; Social and Behavioral Sciences; Humanities; and Fine Arts. The official list of approved LAF courses is found on the registrar’s webpage—under the heading General Education Requirements, click on Liberal Arts Foundation. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s Studies Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater Arts. One fine arts LAF requirement can be met by participating in one of the following: • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) • Four semesters of orchestra (MUE 121) • Four semesters of concert band (MUE 141) Graduation Skills Requirements An Augsburg education includes enhancement of certain skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill has two components: foundational skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See the Departments and Programs pages in this catalog, consult the graduation skills catalog supplement found online on the registrar’s webpage, or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver—Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: • Biology • Biopsychology • Chemistry • Elementary Education • Health Education (teaching licensure only) • Mathematics • Medical Laboratory Science • Music Therapy • Nursing • Physical Education (teaching licensure only) • Physics Bachelor of Science/Modern Language Waiver—Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • Biology • Biopsychology • Chemistry • Mathematics • Medical Laboratory Science • Music Therapy • Nursing • Physics Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via the AugNet Records and Registration website. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Pass/No Credit Students who choose the P/N option are cautioned: • In order to receive a grade of P, a student must achieve at least a grade of 2.0. • Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. • Maximum number of course credits taken P/N that may be applied to graduation is six course credits with a grade of Pass (P). • P-graded courses do not count toward the requirement that 14 traditionally-graded course credits be earned at Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this requirement. • To be eligible for graduation with Latin honors, students may elect only two P/N credits. • See P/N limitations in the Graduation Requirements section. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the P/N grading option. Any changes in choice of grading system must be made according to dates published each term. Numeric Grades Numeric grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 Achieves above basic course standards 2.5 2.0 Meets basic standards for the course 1.5 1.0 Performance below basic course standards 0.5 0.0 Unacceptable performance (no credit for the course) Grades of P (Pass) or S (Satisfactory) or N (No credit) are not computed in the grade point average. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form by the end of the term with the Office of the Registrar. This form states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without notation on the record and before the last day to withdraw deadline. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time day students will be charged an audit fee if their total credit load is over 4.5 credits. The charge for part-time and Weekend and Evening College students is listed under Weekend and Evening College costs in the Financing Your Education section. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted, i.e., courses with 0 to 4 grade assigned. Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of course credits completed. Sophomores—7 completed course credits Juniors—15 completed course credits Seniors—23 completed course credits Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB)—Courses earned from the International Baccalaureate program will be considered by the College for advanced placement and appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available in the registrar’s office and on the Academic Advising website. Advanced Placement Program (AP)—Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Additional information is available on the Academic Advising webpage and from the Office of the Registrar. The College Level Examination Program (CLEP)—This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Information about CLEP tests is available from the Office of the Registrar and on the Academic Advising webpage. Language Testing International World Language Assessment Program (LTI)—This standardized test assesses written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit or/and waive the modern language requirement. Information about LTI Assessment is available from Academic Advising. Departmental Comprehensive Exams—These are available for students to use in obtaining credit for previous learning if the following conditions are met: • There is a departmental exam available for the subject area in question. • • There is a faculty member designated by the department to administer the exam. The registrar approves the student’s request to take the exam. Credit for departmental exams is available on a P/N basis only, and there is a charge per exam of $400 for a full course credit. Portfolio Assessment Program—This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Office of the Registrar. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. • The learning has been objectively verified by individuals in addition to the presenting student. • The learning lends itself to both qualitative and quantitative measurement. • The learning relates well to the student’s educational goals. • The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit is available on a P/N credit basis only. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning—While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of eight credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the eight credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. English Language Learners (ELL) Students whose primary language spoken at home is not English must take the ELL placement test in conjunction with the English writing placement test prior to registering for their first term at Augsburg. Students’ placement in ELL, ENL 101 Developmental Writing, or ENL 111, HON 111, or ENL 112 Effective Writing will be determined by their scores on the Michigan test (85-100 range for exemption from ELL courses) and by a writing sample. Near the end of each term of the English Language Learner’s course, an objective test will be administered to all students in the class. The score on this test and the grade earned in the class will determine whether additional ELL coursework is required. Usually a score of 85 to 100 and a course grade of 3.5 or 4.0 will fulfill the student’s ELL requirement. All students whose native language is not English must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement, by examination or by course completion, have completed the Modern Language Core Skill requirement for graduation. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • His/her cumulative GPA is below 2.00 • He/she is a first-year student who receives two (2) zero or No Pass grades • He/she is a sophomore, junior, or senior who receives three (3) zero or No Pass grades • At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit Program [see the Academic Skills Office Conditional Admit Program (CAP) section of the catalog]. For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills/. Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss a student. Students who have a poor academic record may be strongly advised to withdraw before the end of a term. Students on probation who voluntarily withdraw from the College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to the student’s commitment to academic success. A student will be removed from probation if: • His/her cumulative GPA reaches 2.00; or • He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 school days. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide/. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time students (a minimum equivalent of three full course credits for a weekday schedule student or two equivalent full course credits for a Weekend and Evening College student), graded on the traditional grading system, with no incompletes in courses offered for credit. Courses taken outside of a program’s calendar (e.g., crossover courses taken in a WEC trimester term by a day student, or in a semester term by a weekend student) are not calculated when determining the Dean’s List. If permission has been given by the student, an announcement of the Dean’s List is sent to the student’s hometown newspaper. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. This designation and the standards set are in effect for all students who complete degree requirements in May 2004 or later. Students may also receive honors recognition for departmental honors and for participation in the Honors program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa cum laude 3.90-4.00 GPA, plus successful completion of the summa oral examination Magna cum laude 3.80-3.89 GPA Cum laude 3.60-3.79 GPA To be eligible, a student must complete a minimum of 14 traditionally-graded credits at Augsburg and have no more than two elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted). For additional information, including the guidelines for the summa cum laude oral examination, go to the Latin Honors section at www.augsburg.edu/registrar/. Graduation and Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. The May commencement ceremony is for students in the day undergraduate program and for students in the Physician Assistant Studies graduate program. The June commencement ceremony is for students in the other six graduate programs as well as undergraduate students in the Weekend and Evening College and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring term; and (2) the remaining requirements will be completed in the summer or fall terms immediately following commencement. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 13454 Sunrise Valley Road, Suite 300 Herndon, VA 20171 Web: www.degreeverify.org Phone: 703-742-4200 Fax: 703-742-4239 E-mail: degreeverify@studentclearinghouse.org Veterans of Military Service Augsburg is approved by the state approving agency for veterans education. Veterans should consult with the VA certifying official in the Office of the Registrar about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans education benefits can be found at www.gibill.va.gov. Family Educational Rights and Privacy Act Notice The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records—You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records—You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information—You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information”—FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name • The student’s address • The student’s telephone number • The student’s e-mail address • The student’s date and place of birth • The student’s major and minor field of study • The student’s academic class level • The student’s enrollment status (FT/HT/LHT) • The student’s participation in officially-recognized activities and sports • The student’s degrees and awards received (including dates) • The weight and height of members of athletic teams • The student’s dates of attendance • Previous educational agencies or institutions attended by the student • The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office—You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Majors and Minors Listings that are in bold type are offered through both the day program and Weekend and Evening College. Listings indicated by asterisks are also offered through both the day program and Weekend and Evening College, and may include completion of weekday evening courses for some requirements. Students are encouraged to discuss scheduling rotation of major courses with their faculty adviser. Weekend/Rochester/Partner Hospitals students may choose a major offered in the day program if they wish, but must adhere to crossover registration policies and limitations. They may also take as many courses as possible through Weekend and Evening College, then finish the major as a day program student. A change of program is allowed once each academic year, and will take effect the following term. Majors and Areas of Emphasis Accounting American Indian Studies* Art* Art History Studio Art* Biology (BA or BS) Life Sciences (BA) Biopsychology (BS) Business Administration Economics/Business Administration Marketing (WEC only) Music Business Chemistry (BA or BS) Communication Studies Communication Arts/Literature (teacher licensure major) Human Relations Marketing Communications Mass Communication Organizational Communication Professional Communication Public Relations and Advertising Supervisory Management Computer Science (BA or BS) Computational Economics (BA) Computational Philosophy (BA) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (teacher licensure major) Mathematical Economics (BS) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (BA or BS- licensure) Special Education: Emotional/Behavioral Disabilities (WEC only) Special Education: Learning Disabilities (WEC only) Secondary (nonmajor, licensure only) Engineering 2 English* Creative Writing* Literature, Language, and Theory* Media Writing* Environmental Studies Exercise Science Film Finance Health Education (BA or BS) History* International Business International Relations International Business Concentration Languages and Cross-Cultural Studies 1 Cross-Cultural Studies French German Norwegian Spanish Management Management Information Systems Marketing Mathematics (BA or BS) Medical Laboratory Science (BS) Medieval Studies Metro-Urban Studies Music Music (BA) Music Business (BA) Music Education (B.M.) Music Performance (B.M.) Music Therapy (BS) Nordic Area Studies Nursing (BS-Evening program offered through Weekend and Evening College only)* Philosophy Computational Philosophy Physical Education (BA or BS) Physics (BA or BS) Space Physics (BS) Political Science Political Science/Economics (teacher licensure major) Psychology Psychology and Law Social Psychology Religion* Youth and Family Ministry Social Work (BS) Sociology Student-Designed Major Theater Arts Directing/Dramaturgy Concentrations Performance Concentration Technical Design/Technology Concentration Women’s Studies 1 Minors Accounting American Indian Studies* Art Architecture Art History Studio Art* Biology Business Administration Chemistry Communication Studies Computer Science Economics English* English Literature, Language, and Theory Writing Writing–Creative Emphasis Writing–Media Emphasis Environmental Studies Film Health Education History* International Business International Relations Languages and Cross-Cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Metro-Urban Studies Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Psychology Religion* Youth and Family Ministry Sociology Social Welfare Special Education Theater Arts Theater Arts Theater History and Criticism Dramaturgy Women’s Studies 1 Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/ advanced language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. Departments and Programs As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Course Descriptions Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philoso-phy of each department, its goals, and its place in the College’s program. A listing of requirements for individual majors and minors follows the narrative. Class Schedule Courses listed are subject to change. In general, day classes are offered fall and/or spring terms unless otherwise indicated. The schedule of classes offered through the Associated Colleges of the Twin Cities (ACTC) for fall and spring terms is only available online. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an adviser to ensure that all requirements can be met. Descriptions and schedules for the Master of Arts in Education, Master of Arts in Leadership, Master of Arts in Nursing, Master of Business Administration, Master of Science in Physician Assistant Studies, Master of Social Work, and Doctor of Nursing Practice courses are published in a separate Graduate Studies catalog. Credits A full course is offered for one course credit. A few fractional courses, for one-half or onequarter course credit, are offered. Unless noted, all courses are one course credit. A full course is valued as four semester credits or six quarter hours. Most day program courses meet for three 60-minute periods or two 90-minute periods per week with additional time required for laboratory work. All full credit Weekend and Evening College courses meet for eight three-andone-half-hour sessions during fall and for seven four-hour sessions during winter and spring terms. Numbering Courses numbered below 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Some prerequisites (such as ENL 111, math placement, and critical thinking) cannot be waived by the instructor. NOTE: Not all courses are offered in all schedules. Refer to Augnet Records and Registration for information on when specific courses are offered. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional statements that can be found in the departmental course listing. Interdisciplinary internships are also available. Internships Registration for internships consists of the following steps: 1. Obtain the internship registration permission form and secure the signatures of the faculty supervisor and director of the Strommen Career and Internship Center. 2. Register: Turn in the completed internship registration form (with all signatures) to the Enrollment Center. You must register the internship for the academic term that coincides with the internship experience. 3. A learning agreement plan (on-line form available from the Strommen Career and Internship Center) must be submitted to the faculty member responsible for grading the experience. The form is is sent to the Strommen Career and Internship Center and copies are sent to the faculty supervisor and student. 196 Internship/On-campus 197 Internship/Off-campus (.5) 198 Internship/On-campus (.5) 199 Internship/Off-campus A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Career and Internship Center regarding requirements and permission to register. 396 Internship/On-campus 397 Internship/Off-campus (.5) 398 Internship/On-campus (.5) 399 Internship/Off-campus A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Career and Internship Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Open to all students, but normally taken by sophomores and juniors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 Independent Study/Research An opportunity for advanced and specialized research projects. Normally open to junior and senior majors. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. American Indian Studies—AIS American Indian studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. American Indian Studies Faculty Eric Buffalohead (Chair), Sophia Jacobson, Elise Marubbio Adjunct Faculty Roxanne Gould, Richard Gresczyk, Dale Weston, Jim Rock Degree and Major Requirements American Indian Studies Major Ten courses including; AIS 105 Introduction to American Indian Studies AIS 205 Contemporary American Indians ENL 255 American Indian Literature or AIS 264 American Indians in the Cinema HIS 236 American Indian History REL 370 American Indian Spirituality and Philosophical Thought AIS 499 Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor Five courses including AIS 105. At least two courses must be upper division. American Indian Studies Courses AIS 105 Introduction to American Indian Studies Designed to introduce students to the content areas of the American Indian studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. ANT 141 Cultural Anthropology This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. AIS 205 Contemporary American Indians In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. AIS 208 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of Eastern Europe, Mexico, the Middle East, and China. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. ENL 255 American Indian Literature American Indian Literature offers a survey of contemporary American Indian writing, including nonfiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. AIS 264 American Indians in the Cinema Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from preEuropean contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant culture in each country. Students will learn and interaction with indigenous organizations. This course is cross-listed with Women’s Studies. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over time and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. AIS 332 Native American Storytelling The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. ENL 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. (Prereq.: ENL 220 or 221, or a 200-level literature course, or consent of instructor.) AIS 364 Indigenous Filmmakers Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. AIS 408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. (Prereq.: WST 201 or any 2XX women’s studies course; or AIS 105 or any 2XX American Indian studies course; or consent of instructor.) AIS 490 Keystone Indigenous Issues of Central America This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with indigenous organizations. AIS 495 Topics in American Indian Studies Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. AIS 499 Independent Research An independently-designed research project. Art—ART Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students and professional artists. Small class sizes and an innovative faculty support creative curriculum in disciplines like drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and we graduate 25-30 majors annually with BA degrees in art history, studio art, art education; we also offer an architecture minor and certificates in studio art and digital design. For nearly half a century, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney Degree and Major Requirements Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 ART 107 Design Drawing One course in two-dimensional art from: ART118 ART 223 ART 225 ART 257 Painting I Printmaking I Graphic Design I Watercolor Painting I One course in three-dimensional art from: ART 221 Sculpture I ART 250 Ceramics I ART 280 Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 Art History Survey Two additional art history courses ART 305 Junior Exhibition and Faculty Review (.0 course) ART 405 Senior Exhibition and Faculty Review (.0 course) Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show with a faculty review, and the annual senior group exhibition. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Studio art majors may choose from ART 102, 225, or upper division art history courses (349, 352, 382, 385, 386, 387, 388, 389) to satisfy the speaking skill. W: Studio art majors may choose two of the following courses upper division art history courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389. QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 ART 388 Art History Survey Modern Art Two studio courses: ART 102 ART 118 Design or ART 107 Drawing Painting I or ART 221 Sculpture I The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division art history courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department adviser to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Art Department-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including ART 240, ART 107, and three additional studio courses. Architecture Minor Five courses including ART 105, ART 210, ART 243, ART 244, and ART 249 or 349. Art History Minor Five art history courses including ART 240. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Digital Design Eight art courses, including four in digital design (ART 215, ART 225, ART 320, and, ART 340), one in art history, and ART 102, and two studio electives. Art Courses Note: All studio courses require significant work hours outside of class sessions. Some studio courses have lab fees. Studio Art Foundations ART 102 Design A study of design is the unifying foundation for the visual arts. Two- and some three-dimensional projects demonstrate theory and application of basic design elements and principles. ART 107 Drawing Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Studio Art ART 100, 300 Topics Selected courses dealing with special topics, offered occasionally in the department. ART 105 Introduction to Architectural Drawing This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. ART 106 Chinese Calligraphy and Painting I Introduction and practice of Chinese calligraphic painting and writing. ART 118 Painting I Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. ART 122 Plein Air Sketching I Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation ART 132 Photography I This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. ART 180 Introduction to Community-Based Photography This course introduces the technical skills and creative applications of black-andwhite photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. ART 210 Drawing for Design in Architecture Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. (Prereq.: ART 105 or instructor permission) ART 215 Web Design I This course provides an introduction to designing for the internet. Students will learn basic skills for interactive design and will become familiar with Dreamweaver, Photoshop, Illustrator, and Fireworks. ART 221 Sculpture I An introduction to sculpture and three-dimensional design through the explorationof the inherent properties of various materials and processes. ART 223 Printmaking An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. ART 225 Graphic Design I This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. ART 233 Collaborative Printmaking: A Press-Free Approach This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. ART 247 Life Drawing Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. ART 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. ART 257 Watercolor Painting I Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. ART/THR 265 Computer Drafting for the Stage and Architecture (See Theater Arts section for course description.) ART 280 Hand Papermaking and Book Arts I Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. ART 305 Junior Exhibition and Review (.0 course) Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits) ART 306 Chinese Calligraphy and Painting II Advanced practice of Chinese calligraphic painting and writing. (Prereq.: ART 106) ART 315 Web Design II This course explores interactive design through the use of animation, sound, and video in website development. Students will use software such as Flash and Fireworks as primary applications. (Prereq.: ART 215 or instructor permission) ART 320 Typography Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. (Prereq.: Any ART course) ART 322 Plein Air Sketching II Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable allweather materials and processes. (Prereq.: ART 122) ART 330 Graphic Design II This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design, branding, packaging, and illustration. (Prereq.: ART 225 or instructor permission) ART 332 Photography II Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. ART 340 Digital Imaging Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. ART 351 Ceramics II Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. (Prereq.: ART 250) ART 355 Painting II Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. (Prereq.: ART 118) ART 357 Watercolor Painting II Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. (Prereq.: ART 257) ART 368 Printmaking II Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. (Prereq.: ART 223) ART 380 Hand Papermaking and Book Arts II Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. (Prereq.: ART 280) ART 405 Senior Exhibition and Faculty Review (.0 course) Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition. (Prereq.: ART 305 or permission of Art Department chair) ART 478 Sculpture II Advanced work in sculpture and three-dimensional design. (Prereq.: ART 221) Internships and Independent Study Courses ART 199 Internship in Studio Art ART 299 Directed Study in Studio Art ART 399 Internship in Studio Art ART 499 Independent Study/Research in Studio Art Art and Architectural History ART 240 Art History Survey A survey of world art from prehistoric to modern times.(Prereq.: Pass CT assessment or GST 100. WEC: alternate years) Note: The following courses are offered intermittently, usually two or three sections per year. ART 231 Pre-Columbian, Colonial and Contemporary Mexican Art Develops an understanding and appreciation of Mexican art from the PreColumbian, colonial, and contemporary periods, including Frida Kahlo, Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Numerous excursions to museums as well as archaeological and historical sites. (Prereq.: SPA 212. Taught in Mexico, see program listings in International Programs) ART 243 History of Architecture to 1750 History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. ART 244 History of Architecture after 1750 History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. ART 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for ART 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for ART 349) ART 290 Tribal Arts and Culture An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding a Native American art. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq.: ENL 111 or 112 or HON 111) ART 382 Scandinavian Arts The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. ART 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the fourth century A.D. ART 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. (Prereq.: ENL 111 or 112 or HON 111) ART 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Prereq.: ENL 111 or 112 or HON 111) ART 388 Modern Art Painting, sculpture, and architecture from Neoclassicism through the present. (Prereq.: ENL 111 or 112 or HON 111) ART 389 American Art A study of early colonial through contemporary American art, architecture, and folk arts. Internships and Independent Study Courses ART 199 Internship in Art History ART 299 Directed Study in Art History ART 399 Internship in Art History ART 499 Independent Study/Research in Art History Augsburg Core Curriculum— AUG/KEY/GST This section does not include all courses in the core curriculum, but only those not located in a disciplinary department. The Signature Curriculum Augsburg Seminar AUG 101 Augsburg Seminar (.0 course) A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Senior Keystone KEY 470 Creating Life in the Arts: Exploration and Reflection on Vocation From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with intrapreneurial insights, skills, and reflection. KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or who have studied abroad for a full semester (including in English-speaking countries, with consent of instructor). KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. (Prereq.: ENL 111 or HON 111 or ENL 112) Liberal Arts Foundation Connections Courses Students may fulfill Liberal Arts Foundation requirements through disciplinary courses (listed under academic departments) or through interdisciplinary Connections courses. ENV 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class—neither remote nor abstract—exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF. Fall) FIA 130 Arts and the City Using the arts resources of the city, this course will explore how to understand and appreciate various art forms: theater, music, opera, visual arts, dance, and film. Class sessions consist almost entirely of attendance at off-campus performances and sites. (Fine Arts LAF) HUM 120 Medieval Connections: Medieval Life in 12th-Century Europe This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theater, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF. Spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory per week. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring.) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Natural Sciences LAF. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Natural Sciences LAF. Prereq.: SCI 110 and pass CT assessment or GST 100) Skills Entry Skills GST 100 Critical Thinking Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. Students identified by the Critical Thinking Assessment are required to complete GST 100 with a minimum grade of 2.0 or better. Students who have passed the Critical Thinking Assessment may take the class only with the permission of the instructor. GST 140 Introduction to the Liberal Arts An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, note-taking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. Graduation Skills GST 200 Quantitative Reasoning/Statistical Literacy This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias, and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statisticallybased arguments. (Prereq.: MPG 3) Other General Studies Courses GST 009 Internship Transcript Notation (.0 course) A transcript notation is given for the academic learning inherent in an approved notfor-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Strommen Career and Internship Center. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Biology—BIO We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics, and computer science, biology is increasingly a multidisciplinary venture. Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curriculum. Augsburg has a strong commitment to undergraduate research. There are a variety of opportunities in the Biology Department to work with faculty on individual research projects both during the academic year as well as during the summer. Students at Augsburg also participate in research programs at other institutions. For many, an undergraduate major in biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or Bachelor of Arts in life sciences. Bachelor of Arts in Biology The total number of required courses in the department is nine-and-a-half courses. There are additional required supporting courses that must be taken in other disciplines. The Core Series (4.5 total courses): A. Introductory Biology Courses (3.0 courses) BIO 151 Introductory Biology BIO 152 BIO 253 Evolution, Ecology, and Diversity Introductory Cellular Biology B. Plant Biology or Ecology (1 course): Note: At least one of the following courses must be taken in fulfillment of the major. BIO 361 Plant Biology or BIO 481 Ecology C. A Keystone Course (0.5 course) BIO 490 Biology Keystone or SCI 490 Integrated Keystone or another keystone with departmental approval The Electives (5 courses) Note: In addition to the requirements listed above, at least five of the following courses must be completed: BIO 351 Invertebrate Zoology BIO 353 Comparative Vertebrate Anatomy BIO 355 Genetics BIO 361 Plant Biology BIO 369 Biochemistry BIO 440 Plant Physiology BIO 471 Advanced Cellular and Molecular Biology BIO 473 Animal Physiology BIO 474 Developmental Biology BIO 475 Neurobiology BIO 476 Microbiology BIO 481 Ecology BIO 486 Immunology BIO 495 Special Topics in Biology Required Supporting Courses for Bachelor of Arts CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry PHY 116 Introduction to Physics or PHY 121/122 General Physics MAT 114 Precalculus or MAT 145 Calculus I or MAT 163 Introductory Statistics or MAT 248 Biostatistics or PSY 215 Research Methods: Design, Procedure, and Analysis I Bachelor of Science in Biology The Core Series above, but with the following supporting courses: Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry (Must be taken concurrently with BIO151/BIO152, respectively) CHM 351/352 Organic Chemistry PHY 121/122 General Physics MAT 145/146 Calculus I, II General Education Accomodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: Only four (rather than five) upper division biology electives are required, along with: Two additional science courses, chosen from the following list: PHY 101 Astronomy SCI 106 Introductory Meteorology An introductory geology course Bachelor of Science in Medical Laboratory Sciences See the Medical Laboratory Sciences section of the catalog for details of the MLS major. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. No more than two upper division courses from other institutions may be applied toward the major. Custom Biology Programs Students who have completed BIO 151, 152, 253 and at least two upper division electives may, in consultation with their adviser, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully complete one of the following: a) one course of approved independent study (BIO 499), b) a research internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars Program. BIO 497 and BIO 499 projects should be submitted to the department for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. BIO 497 and BIO 499 projects must include public presentation and a written report approved by the department. Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, 253, and two upper division courses. The majority of courses in biology must be taken at Augsburg College. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an adviser in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 253 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. To enroll in courses that require BIO 253 as a prerequisite, a minimum grade of 1.0 and average grade of 2.0 is required in BIO 151, 152, and 253. For courses that require only BIO 151 and 152, students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. A grade of 2.0 or above is required for all supporting courses and upper division biology courses applied to the major. Upper division biology requirements must be traditionally graded. A GPA of 2.5 in upper division biology courses is required for the life sciences major. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, medical schools require two-semester sequences in calculus, physics and organic chemistry. Biochemistry is also commonly required, and in some instances statistics and literature. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisers Dixie Shafer, Dale Pederson, and Kelsey Richardson-Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or independent study. Careful consultation with a biology adviser is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Career and Internship Center in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. Biology Courses SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) SCI 280 Introduction to Research This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection process based on student interest, invitation, and interview selection. It is recommended for students in the Honors program and can also fulfill an Augsburg Experience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. (Prereq.: Invitation to participate in course; 0.5 course) BIO 102 The Biological World The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three one-hour lectures, one three-hour laboratory. Does not apply to the major or minor. Prereq.: MPG 2 and pass CT assessment or GST 100) BIO 103 Human Anatomy and Physiology A survey of the structure and function of the human body. (Three one-hour lectures, one three-hour laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor. Prereq.: HPE 104 or MUS 101 or MUS 111 or permission of the instructor; CHM 102 or another chemistry course strongly recommended. Spring) BIO 121 Human Biology and Lab An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics, and genetic disease, selected organ systems and disease, and the sustainability of life on earth. (Three one-hour lectures, one three-hour laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. Fall and spring) BIO 150 Introductory Biology Workshop An elective workshop for students concurrently enrolled in BIO 151. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. (Coreq: BIO 151 and consent of the instructor) BIO 151 Introductory Biology First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips. Prereq.: MPG 3 or concurrent registration in MAT 105. Fall) BIO 152 Ecology, Evolution, and Diversity Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. (Three hours of lecture, four hours laboratory. Prereq.: BIO 151. Spring) BIO 253 Introductory Cellular Biology An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours of lecture, four hours of laboratory. Prereq.: CHM 106 or 116. Fall) BIO 297 Directed Study: Research in Biology (0.5 credit) Directed research with a faculty member. No more than two terms may be applied to minimum graduation requirements. (Requires permission of the instructor and chair of the department.) BIO 351 Invertebrate Zoology A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 151, 152. Fall) BIO 353 Comparative Vertebrate Anatomy Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 151, 152. Spring) BIO 355 Genetics A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Spring) BIO 361 Plant Biology A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 151, 152. Fall) BIO 369 Biochemistry The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253, CHM 351 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 440 Plant Physiology A consideration of the processes involved in photosynthesis, growth, development, and water relations in plants including the relationship of process to structure and life history. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253.) BIO 471 Advanced Cellular and Molecular Biology An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 369. Spring) BIO 473 Animal Physiology A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 474 Developmental Biology A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253.) BIO 475 Neurobiology An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253. Spring) BIO 476 Microbiology An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 253. Spring) BIO 481 Ecology A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours of lecture, four hours of laboratory, some Saturday field trips. Prereq.: BIO 152, CHM 106 or 116 and MAT 114 or 145 or 163 or 164 or 248 or PSY 215. Fall) BIO 486 Immunology This course is a study of the body’s immune defense. The course investigates the structure and mechanisms of human body’s three lines of immune defense. Protection from microorganisms and parasites, and cancer surveillance are considered. The role of immunity in vaccination and transplantation, and mechanisms of immune malfunction in allergy, autoimmunity, and immunodeficiency are included. (Three hours of lecture, four hours of laboratory. Prereq.: BIO 355. Spring) BIO 490 Biology Keystone (.5 course) A seminar course that fulfills the AugCore keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. (Prereq.: senior biology major. Fall, spring) SCI 490 Integrated Keystone (.5 course) The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-politicaleconomic situation. (Prereq.: senior biology, chemistry, or physics major; P/N for 0.5 course) BIO 495 Special Topics in Biology Courses covering special topics not otherwise covered by other course offerings. Topics may vary. Internships and Independent Study Courses BIO 199 lnternship (Prereq.: BIO 151, 152. P/N only) BIO 299 Directed Study BIO 399 Internship (Prereq.: BIO 253. P/N only) BIO 497 Independent Study/Research (.5 course) (Prereq.: BIO 253. P/N only) BIO 499 Independent Study/Research (Prereq.: BIO 253. P/N only) Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Major Thirteen Courses Psychology Courses: PSY 105 PSY 215 PSY 315 PSY 355 Principles of Psychology Research Methods and Statistics I Research Methods and Statistics II Biopsychology Biology Courses: BIO 151 BIO 152 BIO 253 BIO 475 Introductory Biology Ecology, Evolution, and Diversity Introductory Cell Biology Neurobiology Psychology Electives (two required): PSY 299 Directed Study (Research in Biopsychology) or PSY 360 Psychology Lab (two semesters) PSY 354 Cognitive Psychology PSY 391 Individual Differences PSY 410 Clinical Neuropsychology PSY 491 Advanced Research Seminar PSYC 322 Sensation and Perception (St. Thomas) PSYC 407 Seminar in Behavioral Neuroscience (St. Thomas) PSYC 378 Psychology of Language (Macalester) PYSC 486 Seminar in Neuropharmacology (Macalester) Biology Electives (two required): BIO 355 BIO 369 BIO 471 BIO 473 BIO 495 BIOL 356 Genetics Biochemistry Advanced Cell and Molecular Biology Animal Physiology Animal Behavior (this topic only) Cellular and Molecular Neuroscience (Macalester) Keystone (one required): BIO 490 PSY 400 SCI 490 Biology Keystone Keystone Internship Integrated Science Note: Students will need to take the CHM 105/106 or 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill these skills. An average grade of 2.0, with no grade below a 1.0 is required for the biology introductory sequence BIO 151, 152, 253. A grade of 2.0 or above is required for all upper division courses applied to the major. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. Department of Business Administration—BUS, ACC, FIN, MIS, MKT Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, David A. Conrad, John A. Furia, Jennifer Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J. LaFave, Laura K. Lazar, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Milo A. Schield, David G. Schwain, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller General Requirements Majors The Department of Business Administration offers seven majors: business administration (BUS), accounting (ACC), finance (FIN), international business (BUS), management (BUS), management information systems (MIS), and marketing (MKT). There is also a combined business and economics major, which incorporates courses from both the Departments of Business Administration and Economics. Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the business administration major there are two specializations: marketing (WEC only) and music business (Day only). Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: business administration (for non-business majors only), international business, music business, accounting, management information systems, and marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in information technology, business management, and business finance through the Weekend and Evening College program. Certificate requirements are listed in management, finance, and management information system sections of the catalog. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Courses taken more than 10 years ago will not be accepted. Advising Students who plan to major in any of our business majors are strongly encouraged to select a departmental adviser who teaches in their major. This should be done by the end of the sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The full-time business administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the department chair. Students need to apply to the department and start the process during the junior year. Internships Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to obtain an internship (BUS/ACC/FIN/INS/MIS/MKT 399) during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Advisers should be consulted about internships. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on International Partners under International Programs in this catalog, or consult the departmental coordinator and/or the department administrator, for international business or other overseas opportunities. Entrepreneurship Students are encouraged to take BUS 254 Entrepreneurship. Business Administration—BUS The major in business administration prepares students for professional careers in business administration or for graduate studies. The two specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Degree and Major Requirements Business Core Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Specialization in Music Business (Day students only) Business Core* plus eight courses: MUS 105 The Music Business MUS/BUS 245 Arts Management and Concert Promotion MUS/BUS 399 Internship ECO 112 Principles of Macroeconomics One additional music business elective (1.0 credit taken at Augsburg or MSCM) 3 MUS credits or 2 MUS credits and 1 MUE credit (2 credits must be in residence at Augsburg), selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Introduction to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (other MUS courses as approved by adviser) *Music business majors may substitute BUS 254 in place of BUS 242 or 200. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either BUS 264 or BUS 379 or COM 352 (QA). Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Specialization in Marketing (Weekend and Evening College students only) Business core plus five courses: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics MKT 352 Marketing Research MKT 355 Marketing Communications or MKT 357 Advertising MKT 450 Marketing Management Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, marketing specialization. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation MKT 252 Principles of Marketing BUS 379 Quantitative Methods for Business and Economics or FIN 331 Financial Management and one other upper division business administration, accounting, finance, MIS, or marketing course. ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics and one other upper division economics course Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in business administration and economics. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Business Administration (open to non-business majors only) Six courses including: ACC 221 and 222, BUS 242 or 200, ECO 112 or 113, FIN 331 or BUS 264 or 379, MKT 252. Other configurations may be permitted with approval of the department chair. Minor in Music Business Eight courses including: MUS 105, ECO 113, MIS 260, ACC 221, MUS/BUS 399, and one of the following: MUS/BUS 245, BUS 254, plus two additional music course credits beyond MUS 105 and MUS 399 (maximum of 1 credit in MUE and/or MUP courses). This minor is a collaborative program between the Music and Business Administration Departments. The minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. Business Administration Courses BUS 200 Exploring Business as a Vocation This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. BUS 242 Principles of Management Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. BUS/MUS 245 Arts Management and Concert Promotion A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects, and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: BUS/MUS 105) BUS 254 Entrepreneurship The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. BUS 264 Statistical Literacy for Managers Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Focus on communicating results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. (Prereq.: MPG 3 and MIS 260 or equivalent. WEC and evening schedule: Additional evening sessions are required.) BUS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. (Prereq.: consent of instructor) BUS 301 Business Law Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. (Prereq.: Pass CT assessment or GST 100) BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or BUS 200) BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) BUS 379 Quantitative Methods for Business and Economics How to read and interpret data to make better business decisions. Topics include descriptive statistics (emphasis on confounding and conditional reasoning) and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. (Prereq.: MIS 260 and either MPG 3 or completion of MAT 171. WEC and evening schedule: Additional sessions are required, usually on a weekday evening.) BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111, and BUS 242 or 200; BUS 362 recommended.) BUS 479 Intermediate Quantitative Methods for Business and Economics Advanced modeling using computer software. Specific topics may include multivariate modeling PATH analysis, Monte Carlo simulations, queuing models, and ANOVA. (Prereq.: BUS 379. On demand) BUS 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses BUS 299 Directed Study BUS 399 Internship BUS 499 Independent Study/Research Accounting—ACC Accountants perform an important function in society by providing high quality financial information. Augsburg accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, accounting majors take courses in other business areas necessary so that they have a broad understanding how accounting serves the needs of business managers and others who rely on accounting information. Students completing the accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students should note, however, that in order to take the exam they must have completed a total of 150 credit hours in either undergraduate or graduate coursework (an Augsburg equivalent of 37.5 credits). Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: http://www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx State of Minnesota CPA exam requirements: https://www.revisor.mn.gov/rules/?id=1105.1500 CMA exam: http://www.imanet.org/cma_certification.aspx Degree and Major Requirements Accounting Major Business Core Requirements Seven courses including: ACC 221 ACC 222 Introduction to Financial Accounting Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required Accounting Courses Nine courses including: ECO 112 BUS 301 BUS 379 ACC 322 ACC 323 ACC 324 ACC 326 ACC 423 ACC 425 Principles of Macroeconomics Business Law Quantitative Methods for Business and Economics Accounting Theory and Practice I Accounting Theory and Practice II Managerial Cost Accounting Tax Accounting Auditing Advanced Accounting Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Refer to the Graduate Studies Catalog for a complete list of course offerings. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30, and an interview with a threeperson panel from the MAL program. 2. Students must also have faculty endorsement from the accounting program. 3. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221, 222, 322, 323 and 324 plus one of the following courses: ECO 112, ECO 113, MIS 260, FIN 331 or BUS 379. This minor is recommended for majors in MIS and finance. Accounting Courses ACC 221 Introduction to Financial Accounting Introduction to business activities, basic concepts, and fundamentals of accounting, the accounting cycle, and preparation of financial statements. ACC 222 Introduction to Managerial Accounting A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision making, and behavioral considerations. (Prereq.: ACC 221) ACC 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and readings in the areas of business administration. (Prereq.: consent of instructor) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) ACC 323 Accounting Theory and Practice II A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. (Prereq.: ACC 322) ACC 324 Managerial Cost Accounting Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. (Prereq.: ACC 221, 222, BUS 242 or BUS 200, BUS 379 or MAT 163 or 373, MKT 252, or consent of instructor) ACC 326 Tax Accounting The more common and important provisions of planning and compliance for income taxes. (Prereq.: ACC 221, FIN 331, ECO 112, 113, or consent of instructor) ACC 423 Auditing Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. (Prereq.: ACC 323 and ENL 111 or 112, or HON 111) ACC 425 Advanced Accounting Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. (Prereq.: ACC 323) ACC 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses ACC 199 Internship ACC 299 Directed Study ACC 399 Internship ACC 499 Independent Study/Research Finance—FIN The finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Finance Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required Finance Courses Eight courses including: ECO 112 BUS 301 BUS 379 ACC 322 FIN 433 FIN 438 FIN 460 Principles of Macroeconomics Business Law Quantitative Methods for Business and Economics Accounting Theory and Practice I Financial Theory: Policy and Practice Investment Theory International Finance ECO 315 Money and Banking Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: Finance majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Business Finance Certificate Program The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63 examinations, and will partially meet requirements for the Level I CFA examination. It is designed for students who want to supplement a previously obtained bachelor’s degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance Certificate is available to non-finance majors and is available through the Weekend and Evening College (WEC) program. The certificate consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315. Students are required to be in Math Placement Group 3. They must also have a background in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.00 grade point average in all Business Finance Certificate courses. Finance Courses FIN 240 Personal Finance Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. (This course is typically offered online in the summer.) FIN 331 Financial Management This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. (Prereq.: ECO 112 or ECO 113, ACC 221, and MPG 3. This course is also offered as an online option in summer.) FIN 433 Financial Theory: Policy and Practice This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. (Prereq.: FIN 331) FIN 438 Investment Theory This is an introduction to investment decision making and portfolio managementtheory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. (Prereq.: FIN 331 and ENL 111 or 112 or HON 111) FIN 460 International Finance This course develops tools for practicing multinational financial management, including currency exchange rates, risk, forecasting, spot and forward rates, hedging, and international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. (Prereq.: FIN 331) International Business—BUS The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Seven courses including: ACC 221 ACC 222 BUS 242 or BUS 200 ECO 113 FIN 331 MIS 260 MKT 252 Introduction to Financial Accounting Introduction to Managerial Accounting Principles of Management Exploring Business as a Vocation Principles of Microeconomics Financial Management Problem Solving for Business Principles of Marketing Required International Business Courses Six courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 362 International Business BUS 465 International Management MKT 466 International Marketing And one additional upper division course in either international business or international economics. Students must also complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the international business coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in International Business Six courses including: ECO 112 or 113; ACC 221; BUS 242 or 200 or MKT 252, and three courses in international business (one may be in international economics). Students should consult the area coordinator concerning acceptable alternatives in international economics. International Business Courses BUS 362 International Business This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies (Prereq.: ECO 112 or 113, and BUS 242 or BUS 200 or MKT 252, and ENL 111 or 112 or HON 111) BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111, and BUS 242 or 200; BUS 362 recommended.) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) Management—BUS The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MKT 252 Principles of Marketing MIS 260 Problem Solving for Business Required Management Courses: Six courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 340 Human Resource Management BUS 440 Strategic Management BUS 465 International Management MIS 376 Project Management or ECO 318 Management Science Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the management major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Business Management Certificate Program The Business Management Certificate Program is designed for students who want to add to a current degree, update previously learned skills, change or explore a new career, or increase their value in the job market. It is available through the Weekend and Evening College program. Students may begin by completing the Business Management Certificate Program and continue on to complete a bachelor’s degree in management. The certificate consists of five courses: BUS 242, 340, 440, 465, and one of the following: BUS 254, MIS 376, or ECO 318. Management Courses BUS 340 Human Resource Management Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. (Prereq.: BUS 242 or 200). BUS 440 Strategic Management Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. (Prereq.: BUS 242 or BUS 200). BUS 465 International Management This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. (Prereq.: ENL 111 or 112 or HON 111 and BUS 242 or 200. BUS 362 recommended). Management Information Systems—MIS The major in management information systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from computer science, mathematics, economics, business, accounting, finance, and marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required MIS Courses Six courses including: BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics MIS 270 Data Management for Business MIS 375 Management Information Systems in the Organization MIS 376 Project Management MIS 475 Systems Analysis and Design MIS 476 Information Systems Projects Three required supporting courses: CSC 160 Introduction to Computer Science CSC 170 Structured Programming or CSC 240 Introduction to Networking and Communications MAT 171 Discrete Math for Computing Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. (See course description under Augsburg Core Curriculum.) Minor in MIS Six courses including: MIS 260, ACC 221, ECO 113, BUS 242 or 200 or MKT 252, plus two courses selected from MIS 270, MIS 375, and MIS 376 or ECO 318 (but not both MIS 376 and ECO 318) Information Technology Certificate The Information Technology (IT) Certificate program is comprised of six courses, which are part of the management information systems (MIS) degree program. Non-degree seeking students can complete these six courses to earn the certificate. The certificate is available through the Weekend and Evening College (WEC) program. Students who do not have a degree are eligible to go on with their studies to complete the bachelor’s degree in MIS. The six certificate courses are: MIS 260, 270, 375, 376, CSC 160 and CSC 240. Students can vary the order of courses taken. However, MIS 260 should be the first MIS course, and CSC 160 should be the first CSC course taken. Students are required to meet a math proficiency level of MPG 3 prior to entering this program. Management Information Systems (MIS) Courses MIS 260 Problem Solving for Business This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. (Prereq.: MPG 3) MIS 270 Data Management for Business Introduces the concepts of data modeling, database structures, and relational databases using a hands-on approach. (Prereq.: MPG 3) MIS 295 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and readings in the area of management information systems. MIS 375 Management Information Systems in the Organization Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture. (Prereq.: BUS 242 or BUS 200 or MKT 252, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100) MIS 376 Project Management Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. (Prereq.: MIS 260) MIS 475 Systems Analysis and Design Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. (Prereq.: MIS 260, 270, and 375) MIS 476 Information Systems Projects Skills developed in previous courses are used to complete an actual project of systems analysis and design. (Prereq.: MIS 260, 270, 375, 376, and 475) MIS 495 Topics Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MIS 199 Internship MIS 299 Directed Study MIS 399 Internship MIS 499 Independent Study/Research Marketing—MKT The marketing major prepares students for professional careers in a wide variety of marketing functions within both business and not-for-profit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and not-for-profit organizations. Degree and Major Requirements Marketing Major Business Core Requirements Seven courses including: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 200 Exploring Business as a Vocation ECO 113 Principles of Microeconomics FIN 331 Financial Management MIS 260 Problem Solving for Business MKT 252 Principles of Marketing Required Marketing Courses Eight courses including: ECO 112 Principles of Macroeconomics BUS 264 Statistical Literacy for Managers or BUS 379 Quantitative Methods for Business and Economics BUS 301 Business Law MKT 352 Marketing Research and Analysis MKT 450 Marketing Management MKT 466 International Marketing MKT 350 Consumer Behavior or MKT 354 Sales Management MKT 355 Marketing Communications or MKT 357 Advertising Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. (See course description under Augsburg Core Curriculum.) Minor in Marketing Five courses including: MKT 252, MKT 355 or MKT 357, MKT 352, and two additional marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. Marketing Courses MKT 252 Principles of Marketing Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. MKT 350 Consumer Behavior Consumer behavior theories and principles as they apply to the consumer decision making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. (Prereq.: MKT 252 or consent of instructor) MKT 352 Marketing Research and Analysis Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. (Prereq.: MKT 252, BUS 379 or 264, or consent of instructor. For non-business majors: An alternative to BUS 379 is another introductory statistics course with consent of instructor. Augsburg statistics courses that will automatically fulfill the BUS 264 or 379 prerequisite for non-business majors are MAT 163, SOC 362, or PSY 215.) MKT 354 Sales Management Formulation, implementation, evaluation, and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. (Prereq.: MKT 252 or consent of instructor) MKT 355 Marketing Communications Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. (Prereq.: MKT 252) Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 357 Advertising Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Note: Either MKT 355 or 357 can be taken for graduation credit, but not both. MKT 450 Marketing Management Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. (Prereq.: MKT 252, MKT 352, MKT 355 or 357, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100, or consent of instructor) MKT 466 International Marketing Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. (Prereq.: MKT 252) MKT 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) Internships and Independent Study Courses: MKT 199 Internship MKT 299 Directed Study MKT 399 Internship MKT 499 Independent Study/Research Chemistry—CHM Chemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum is imperative if a chemist is to be both truly human and truly scientific. Augsburg’s chemistry department is approved by the American Chemical Society (ACS) and offers a chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Department of Chemistry has established the following objectives to help its students develop into mature scientists: • To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. • To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. • To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. • To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Sandra L. Olmsted (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg (emeritus), David R. Hanson, Joan C. Kunz, Michael Wentzel Degree and Major Requirements Bachelor of Arts Major in Chemistry CHM 115, 116 General Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361 Physical Chemistry I CHM 363 Physical Chemistry Laboratory I CHM 491 Chemistry Seminar (four semesters) One course in biochemistry and one additional course from: CHM 364 CHM 367 CHM 464 CHM 481 CHM 482 CHM 470 Physical Chemistry II Properties of Polymers Advanced Organic Chemistry Advanced Analytical Chemistry Advanced Inorganic Chemistry Principles of Medicinal Chemistry Also required: PHY 121, 122 General Physics I, II MAT 145, 146 Calculus I, II Because upper division courses have mathematics and physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in biology. Other pre-health and pre-professional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the Academic Information section) should consult the chemistry department for assistance in course planning early in their college careers. Bachelor of Science American Chemical Society Approved Major CHM 115, 116 General Chemistry I, II CHM 351, 352 Organic Chemistry I, II CHM 353 Quantitative Analytical Chemistry CHM 361, 363 Physical Chemistry and Laboratory I CHM 364, 365 Physical Chemistry and Laboratory II CHM 464 Advanced Organic Chemistry CHM 481 Advanced Analytical Chemistry CHM 482 Advanced Inorganic Chemistry One course in biochemistry One course from: CHM 367 CHM 470 CHM 495 Properties of Polymers Principles of Medicinal Chemistry Topics in Chemistry Also required are: CHM 491 Chemistry Seminar (four semesters) MAT 145, 146, 245 Calculus I, II, III PHY 121, 122 General Physics I, II (should be taken in sophomore year) Recommended: Modern Physics, additional mathematics, research experience, and computer proficiency. General Education Accommodation BS chemistry majors are allowed a two-course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. Departmental Honors Full ACS major; GPA of 3.50 in chemistry, mathematics, and physics and 3.0 over-all; one course or summer of approved research; participation in seminar. Minor Five courses that must include: CHM 115, 116, CHM 353, and any two other chemistry courses above 300. At least one of the 300-level courses must be taken at Augsburg. Note: Other restrictions and prerequisites are in the course descriptions. Chemistry Courses Any course taken as a prerequisite for another course, including the first course in a twoterm sequence, must be completed with a grade of P, or 2.0 or higher. SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) CHM 102 Chemistry for Changing Times Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a laboratory experience. (Prereq.: MPG 2) CHM 115 General Chemistry I This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: MPG 3, high school chemistry recommended. Fall and Spring) CHM 116 General Chemistry II A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. (Three one-hour lectures, one three-hour laboratory. QF course. Prereq.: CHM 115. Spring and Summer) CHM 351, 352 Organic Chemistry I, II Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Prereq.: CHM 116. Fall: CHM 351; spring: CHM 352) CHM 353 Quantitative Analytical Chemistry Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. (Three hours of lecture, one four-hour laboratory. QA course. Prereq.: CHM 116. MPG 3. Fall) CHM 361 Physical Chemistry I Covers three of the basic theoretical concepts of chemistry: thermodynamics, quantum mechanics, and statistical mechanics. (Three one-hour lectures. Prereq.: CHM 116; MAT 145, 146; PHY 121, 122; pass CT assessment or GST 100. Fall) CHM 363 Physical Chemistry Laboratory I (.5 course) Physical Chemistry Laboratory introduces students to techniques of data collection and experimental application of concepts presented in physical chemistry lecture. CHM 363 is to be taken in the fall and involves experiments related to CHM 361. (Two two-hour lab periods. Prereq.: CHM 361 or concurrent registration, and ENL 111 or 112 or HON 111. Fall) CHM 364 Physical Chemistry II Covers the fundamentals of the chemical kinetics as well as the concepts studied in CHM 361 applied to areas of solutions, molecular structure, spectroscopy, surfaces, diffraction techniques, and macromolecules. (Three one-hour lectures. Prereq.: CHM 361. Spring) CHM 365 Physical Chemistry Laboratory II (.5 course) CHM 365 is to be taken the second semester and involves experiments relating to CHM 364. (One four-hour lab period. Prereq.: CHM 364 or concurrent registration. Spring) CHM 367 Properties of Polymers Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. (Prereq.: CHM 352, 361. Spring, alternate years) CHM 464 Advanced Organic Chemistry Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, six hours of laboratory. Prereq.: CHM 352, 353, 361 or consent of instructor. Fall) CHM 470 Principles of Medicinal Chemistry Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. (Prereq.: CHM 352. A course in biochemistry is recommended. Spring, alternate years) CHM 481 Advanced Analytical Chemistry Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half hour laboratory. Prereq.: CHM 353, 361 or consent of instructor. Spring) CHM 482 Advanced Inorganic Chemistry Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Prereq.: CHM 352, 361 or consent of instructor. Spring) CHM 491 Chemistry Seminar (.0 course) This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. CHM 495 Topics in Chemistry Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. CHM 497 Introduction to Chemistry Research Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. (Prereq.: junior or senior standing) Internships and Independent Study Courses CHM 199 Internship CHM 299 Directed Study CHM 399 Internship CHM 499 Independent Study/Research (Prereq.: junior or senior standing). Communication Studies—COM Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in communication studies are concerned with interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental adviser as early as possible to design an approved major program, preferably by the end of the sophomore year. Communication Studies Faculty Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Daniel Hanson, Jenny Hanson, David Lapakko, Emanuelle Wessels Degree and Major Requirements Bachelor of Arts Communication Studies Major Twelve courses overall—eight required core courses and four courses within one of eight emphases. For transfer students, at least six of these courses must be taken at Augsburg. Required of all communication studies majors: COM 111 Public Speaking or COM 112 Contest Public Speaking COM 254 Interpersonal Communication COM 280 Introduction to Communication Studies COM 351 Argumentation COM 352 Persuasion COM 355 Small Group Communication COM 321 Business and Professional Speaking or COM 329 Intercultural Communication COM 490 Senior Keystone Professional Communication Emphasis This emphasis is intended for students interested in studying communication from an artistic and humanities perspective. It is appropriate for career interests such as communication graduate school, other professional graduate programs (e.g. law school), rhetorical criticism, political communication, and for being a professional trainer, communication consultant, professional speaker, or speechwriter. Four additional electives from the following: COM 321 (required), COM 329, 345, 405, 399, 499; THR 350; BUS 242, 301; ENL 220; POL 326, 342, 370; PSY 271, 325; SOC 362, 363 Organizational Communication Emphasis Appropriate for: business-related careers such as professional manager, sales, management consulting, technical consulting, internal communications, organizational or industrial consulting, human systems analyst or designer, and also graduate programs in organizational studies. Four additional electives from the following: COM 345 (required), COM 321, 329, 356, 399, 405, 480, 495, 499; BUS 242, 340; PSY 271, 325, 373; SOC 265, 349, 375 Supervisory Management Emphasis Appropriate for students seeking management careers. Four additional electives from: BUS 242 or 440 (required); COM 321, 329, 356, 399, 405, 480, 495, 499; BUS 340; ENL 223; MIS 260; PSY 373; SOC 349 Human Relations Emphasis Appropriate for students pursuing the study of how organizations manage their internal structure and personnel. People who work in this area deal with such issues as discrimination, work rules, employee relations, etc. Four additional electives from: BUS 340 (required); COM 321, 329, 345, 356, 399, 405, 495; PSY 373, 385; SOC 265, 349, 375 Marketing Communication Emphasis Courses in this emphasis focus on the communication aspects of the marketingcommunication mix. This emphasis is particularly helpful for students interested in an organizational role in marketing communication. Four additional electives from: MKT 252 (required); COM 120, 321, 329, 356, 399, 405, 480, 495, MKT 352, 355, 357, 450; POL 342 Public Relations and Advertising Emphasis Courses are designed to prepare students for the growing fields of public relations and crisis management, as well as advertising and promotional communication. An internship in public relations, advertising, or a related field is required. Four additional electives from: ENL 227 (required); COM 120, 321, 329, 345, 356, 399, 405, 480, 495; ART 132, 224, 225; BUS 242, 379; MKT 252, 355, 357; PSY 373; SOC 349, POL 342 Mass Communication and Journalism Emphasis Courses are designed to prepare students for entry into television, film, journalism, e-media (both performance and production), media criticism and policy, or graduate school in mass communication or journalism. Four electives from the following: ENL 227 (required); COM 120, 243, 247, 321, 329, 348, 399, 495, 499: ART 132, 215, 224, 225, 315, 330, 340; ENL 226, 228, 241, 324, 327, 427; POL 342; THR 232, 233, 325, 350, 360; BUS 254, ENL 328 Graduate Study Emphasis Courses in this emphasis would be especially helpful for students planning to do graduate work in such fields as communication studies, education, or law. Four electives from the following: SOC 362 or ENL 420 (required); COM 120, 321, 329, 356, 405, 495, 499; PHI 230; POL 483; PSY 215, 315; SOC 363, 375 For All Eight Emphases We encourage all majors to participate in Augsburg’s interscholastic forensics program. Students should be aware that the tournament season is essentially from October through midMarch, and should plan schedules accordingly. All Day majors should plan to include at least one internship (COM 399) as one of their electives. Students may petition the department to include as part of their major concentration other Augsburg courses not listed above. Such requests must be submitted in writing to the departmental adviser for prior approval. Also, students may petition to include up to three courses from other ACTC schools as electives, with prior approval of the adviser or department chair. The Critical Thinking (CT) and Speaking (S) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skills in Quantitative Reasoning (QR) and Writing (W) are met by completing the following courses: One QF: PSY 215 or MAT 163 AND a QA: COM 352 (NOTE for Mass Communication only, COM 352 or ENL 327) W: COM 351 and any 200 level writing course in the English Department Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the Department of English section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their departmental adviser prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 Public Speaking or COM 112 or COM 115 COM 254 COM 280 COM 120 or COM 243 or POL 342 COM 351 or COM 352 COM 355 or COM 345 Contest Public Speaking Scientific and Technical Speaking Interpersonal Communication Introduction to Communication Studies Mass Media and Popular Culture Studio Production Mass Communication in Society Argumentation Persuasion Small Group Communication Organizational Communication Film Major The Augsburg film major reflects our belief that students are transformed through a wellrounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as art, English, theater, philosophy, communication studies, women’s studies, and American Indian studies, to name a few. Film Faculty Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Jenny Hanson, Martha Johnson, Elise Marubbio Required of all Film Majors: Nine Core Courses FLM 180 FA FLM 216 ENL 241 HUM COM 247 HUM FLM 260 ENL 371 FLM 420 FLM 490 Film Sight and Sound Film Production I (Prereq.: FLM 180) Intro to Cinema Arts (Prereq;: ENL 111 or 112 or HON 111) Documentary History and Theory Documentary Production I (Prereq.: FLM 180 and COM 247) History of Cinema (Prereq.: ENL 220 or 221 and a 2XX literature course) Issues in Contemporary Cinema (Prereq.: COM 247 or ENL 371) Film Keystone (Prereq.: FLM 216 and FLM 260) Select and complete one (1) of the following courses: THR 232 THR 233 FA Acting Acting for Camera Three electives must be chosen from the three defined tracks below in consultation with your adviser, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Track #1 Production: Students interested in producing films or videos complete three (3) electives chosen from: ART 132 ART 215 ART 315 ART 340 COM 243 FLM 312 FLM 348 FLM 499 ENL 228 MUS 130 PHY 119 THR 328 FA FA Photograph Web Design 1 Web Design 2 (Prereq.: ART 215) Digital Imaging Television Production Film Production 2 (Prereq.: FLM 216) Intermediate Video Production (Prereq.: FLM 260) Independent Study (Prereq.: Instructor’s permission) Broadcast and Online Journalism (Prereq.: ENL 111 or 112 or HON 111) FA Introduction to Music and the Fine Arts NS-L Physics for the Fine Arts (Prereq.: MPG 3) Theatrical Design (Prereq.: THR 228) Track #2 Performance: Students interested in acting and directing choose from: ENL 325 Playwriting (Prereq.: ENL 111 or 112 or HON 111) ENL 328 Screenwriting (Prereq.: ENL 220, 221, 226, or 228) PHY 119 NS-L Physics for the Fine Arts (Prereq.: MPG 3) THR 233 Acting for the Camera THR 328 Theatrical Design (Prereq.: THR 228) THR 350 Voice for Speech, Stage, and Screen TTHR 366 Stage Direction (Prereq.: THR 362 or consent of instructor) FLM 499 Independent Study (Prereq.: Instructor’s permission) Track #3 Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: ART 240 FA AIS 264 AIS 364 AIS/WST 208/408 ENL 221 ENL 228 ENL 240 ENL 430 FLM 499 PHI 120 HUM PHY 119 NS-L SPA 248 REL 309 Art History Survey (Prereq.: Pass CT assessment or GST 100) American Indians in the Cinema Indigenous Filmmakers Native American Women and Film (Prereq.: WST 201 or any WST 2xx women’s studies’ course; AIS 105 or any 2xx AIS course, or consent of instructor) Expository Writing about the Arts and Popular Culture (Prereq.: ENL 111 or 112 or HON 111) Broadcast and Online Journalism (Prereq.: ENL 111 or 112 or HON 111) Introduction to Literary Study (Prereq.: ENL 111 or 112 or HON 111) Advanced Studies in Theory and Method (Prereq.: any 300-level literature course or consent of instructor) Independent Study (Prereq.: Instructor’s permission) Ethics (Prereq.: pass CT assessment or GST 100) Physics for the Fine Arts (Prereq.: MPG 3) Spanish & Latin American Culture through Film Religion at the Movies (Prereq.: REL 100 or 300) Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR/QFA is satisfied by GST 200, MAT 145, MAT 146, PHI 230, or PHY 119 Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. Prospective minors must obtain prior approval from a film faculty adviser. Communication Courses COM 111 Public Speaking The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) COM 112 Contest Public Speaking Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) COM 115 Scientific and Technical Public Speaking An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. COM 120 Mass Media and Popular Culture This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. FLM 180 Film Sight and Sound This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. FLM 216 Film Production I This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent B &W films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. COM 243 Television Production This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) COM 247 Documentary History and Theory This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. COM 254 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. FLM 260 Documentary Production I This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. (Prereq.: FLM 180 and COM 247) COM 280 Introduction to Communication Studies An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. FLM 312 Film Production II This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. (Prereq.: FLM 216) COM 321 Business and Professional Speaking This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. (Prereq.: COM 111 or 115) COM 329 Intercultural Communication This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. COM 345 Organizational Communication An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. FLM 348 Intermediate Video Production This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. (Pre-req: FLM 260) COM 351 Argumentation Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. (Prereq.: COM 111 or 115 or consent of instructor; ENL 111 or 112 or HON 111; and pass CT assessment or GST 100. Fall) COM 352 Persuasion Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. (Prereq.: MPG 3; COM 111, 112, or 115 or consent of instructor; and either MAT 163 or PSY 215) COM 355 Small Group Communication A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. COM 356 Advanced Interpersonal Communication This course explores theories and concepts from communication studies related to our understanding of self, other, relationships, and what it means to lead a compassionate life. As such, it provides students with an opportunity to probe deeper into theories and concepts introduced in COM 254 Interpersonal Communication. (Prereq.: COM 254 or consent of instructor) FLM 420 Issues in Contemporary Cinema This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. COM 405 Nonverbal Communication This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. (Prereq: COM 280) COM 415 Advanced Critical Media Studies This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. COM 480 Public Relations/Promotional Communication Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. COM 490 Communication Studies Keystone: Critical Conversations about Communication and Vocation A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the keystone requirement. COM 495 Communication Topics Selected topics in communication with emphasis on the use of primary sources and methodology of research. FLM 490 Film Studies Keystone: Critical Conversations about Film and Vocation A synthesis of film theories and application of those theories to each student’s sense of vocation. This course satisfies the keystone requirement. (Prereq.: FLM 216, FLM 260) FLM 495 Film Topics Selected topics in film with emphasis on professional standards at every step of the finished project. Internships and Independent Study Courses COM 199 Internship COM 299 Directed Study COM 399 Internship COM 499 Independent Study/Research FLM 399 Internship FLM 499 Independent Study/Research Electives See department listings for the following approved electives: ART 132 ART 224 ART 225 ART 330 BUS 242 BUS 340 BUS 379 BUS 440 CSC 160 ENL 226 ENL 227 ENL 228 ENL 241 ENL 327 ENL 328 ENL 430 MKT 252 MKT 352 MKT 355 MKT 450 PHI 230 POL 342 POL 375 PSY 215 PSY 315 PSY 325 PSY 371 PSY 373 PSY 385 SOC 231 SOC 265 SOC 349 SOC 362 SOC 363 SOC 375 THR 230 THR 232 THR 350 Computer Science—CSC The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their coursework by electing an internship, undergraduate research experience, or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters Degree and Major Requirements Bachelor of Arts Computer Science Major Twelve courses including: CSC 160 CSC 170 CSC 210 CSC 240 CSC 320 CSC 345 CSC 385 CSC 450 CSC 451 MAT 114 MAT 171 or MAT 145 Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Principles of Computer Organization Introduction to Formal Logic and Computation Theory Programming Languages and Compilers I Programming Languages and Compilers II Precalculus (or MPG 4) Discrete Mathematics for Computing (recommended) Calculus I And two electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least one elective must be an upper division course. The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: a) COM 111 or 115 (115 recommended), or b) a sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Computer Science Major Sixteen courses including: CSC 160 CSC 170 CSC 210 CSC 240 CSC 320 CSC 345 CSC 385 CSC 450 CSC 451 MAT 145 MAT 146 Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Principles of Computer Organization Introduction to Formal Logic and Computation Theory Programming Languages and Compilers I Programming Languages and Compilers II Calculus I Calculus II Two courses from: MAT 245 MAT 246 MAT 247 MAT 271 Calculus III Linear Algebra Modeling and Differential Equations Discrete Mathematical Structures (recommended) And three electives from: CSC courses above 200 PHY 261 Electronics MIS 475 Systems Analysis and Design MAT 355 Numerical Mathematics At least two electives must be upper division courses. The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: a) COM 111 or 115 (COM 115 recommended), or b) a sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your academic adviser for details. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The computational economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from computer science, six from economics, and a required capstone independent study. Students interested in this major should consult with the faculty in computer science, in economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics, and Noel Petit, Department of Computer Science Major in Computational Economics Thirteen courses including: MAT 145 CSC 160 CSC 170 CSC 210 CSC 240 or CSC 320 or CSC 352 CSC 345 ECO 112 ECO 113 ECO 312 ECO 313 ECO 318 ECO 315 or EC0 415 CSC 499 or ECO 499 Calculus I Introduction to Computer Science and Communication Introduction to Programming Data Structures Introduction to Networking and Communications Algorithms Database Management and Design Principles of Computer Organization Principles of Macroeconomics Principles of Microeconomics Intermediate Macroeconomics Intermediate Microeconomics Management Science Money and Banking Managerial Economics Independent Study Independent Study The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy, and Noel Petit, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 Discrete Mathematics for Computing or MAT 145 Calculus I CSC 160 Introduction to Computer Science and Communication CSC 170 Introduction to Programming CSC 210 Data Structures CSC 320 Algorithms CSC 373 Symbolic Programming and Artificial Intelligence CSC 385 Introduction to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 History of Philosophy IV: 20th-Century Philosophy PHI 365 Philosophy of Science PHI 410 Topics in Philosophy or CSC 495 Advanced Topics in Computer Science One upper division elective in philosophy The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in computer science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division computer science course, and one of MAT 171 or MAT 145. A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. Computer Science Courses CSC 160 Introduction to Computer Science and Communication An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the internet, and programming. (Prereq.: MPG 3, recommend concurrent registration with MAT 171 or complete CSC 160 prior to taking MAT 171) CSC 170 Introduction to Programming A study of problem-solving, algorithm development, and programming using a highlevel programming language. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 160 and MPG 3, pass CT assessment or GST 100; MAT 171 recommended) CSC 210 Data Structures Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab. Prereq.: CSC 170, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) CSC 240 Introduction to Networking and Communications Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. (Prereq.: CSC 160 and MPG 3) CSC 272 UNIX and C Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. (Prereq.: CSC 170 or another course with a study of a programming language) CSC 320 Algorithms A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. (Prereq.: CSC 210, MPG 4, and one of MAT 145 or MAT 171; pass CT assessment or GST 100) CSC 345 Principles of Computer Organization An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. (Prereq.: CSC 210 and MPG 4) CSC 352 Database Management and Design Structure of database management systems, query facilities, file organization and security, and the development of database systems. (Prereq.: CSC 210) CSC 353 Database Architecture and Design An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. (Prereq.: CSC 210; CSC 352 recommended) CSC 373 Symbolic Programming and Artificial Intelligence An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. (Prereq.: CSC 210 and pass CT assessment or GST 100) CSC 385 Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (Prereq.: CSC 210 and one of MAT 145 or MAT 171) CSC 431 Introduction to AI Robotics Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. (Prereq.: CSC 210 and ENL 111 or 112 or HON 111) CSC 440 Advanced Networking and Operating Systems Network management; client/server databases and workstations; TCP/IP and other network examples. Elements of operating systems, memory and process management, interactions among major components of computer systems, and a detailed study of the effects of computer architecture on operating systems. (Prereq.: CSC 240 and 345) CSC 450 Programming Languages and Compilers I Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. (Prereq.: CSC 345 or concurrent registration, CSC 385 or concurrent registration, CSC 320, and ENL 111 or 112 or HON 111) CSC 451 Programming Languages and Compilers II Continuation of CSC 450: compilers, data structures, control structures, and the runtime environment. Emphasis on implementation issues. (Prereq.: CSC 345, CSC 450, and CSC 385) CSC 457 Computer Graphics A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments, and 3D immersive rendering. (Prereq.: CSC 210, MPG 4) CSC 495 Advanced Topics in Computer Science Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. (Prereq.: Consent of instructor) Internships and Independent Study Courses CSC 199 Internship P/N grading only. CSC 299 Directed Study CSC 399 Internship P/N grading only. CSC 499 Independent Study/Research Economics—ECO The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: economics, applied economics, mathematical economics, business and economics, computational economics, and economics and political science (education majors only). The economics major and the applied economics majors lead to careers in the business world or government. The mathematical economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational economics provides a liberal arts entry into the field of computer science. The combined economics/business administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in political science/economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider economics as a major or a minor. Students are able to combine an economics major with other disciplines such as business administration, international relations, mathematics, management information systems, political science, history, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in mathematics. These students should also take courses in computer science. Consult an adviser for specific course suggestions. For the economics and applied economics majors, the capstone experience is Economics 490 Research Methods in Econometrics. Students in other majors should consult their adviser for other alternatives. Internships are recommended. Students must consult with the department chair and the internship office before registering for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Keith Gilsdorf (Chair), Jeanne Boeh, Kevin Bowman, Stella Hofrenning, Bernard Walley Major in Economics, BA Economics Core: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics Three upper division economics course electives Supporting Classes Statistics Class: BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics Mathematics Class: MAT 114 Precalculus or MAT 145, 146 Calculus I and II Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics BA ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics ECO 490 Research Methods in Econometrics ECO 360 International Economics ECO 318 Management Science or ECO 415 Managerial Economics ECO 350 Labor Economics ECO 399 Internship Program or ECO 499 Independent Study BUS 379 Quantitative Methods for Business and Economics or MAT 163 Introductory Statistics ENL 223 Writing for Business and the Professions PHI 120 Ethics or PHI 125 Ethics and Human Identity Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Economics, BA See Computer Science. Combined Major in Economics and Business Administration, BA Five economics courses: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics ECO 312 Intermediate Macroeconomics ECO 313 Intermediate Microeconomics One upper division economics course elective Six accounting/business administration/MIS courses: ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management MKT 252 Principles of Marketing FIN 331 Financial Management or BUS 379 Quantitative Methods for Business and Economics One upper division business course elective Major in Mathematical Economics, BS Eight economics courses: Eco 112 Principles of Macroeconomics Eco 113 Principles of Microeconomics Eco 312 Intermediate Macroeconomics Eco 313 Intermediate Microeconomics Eco 416 Mathematical Economics Eco 490 Research Methods in Economics Two upper division economics course electives Seven mathematics courses: MAT 145 Calculus I MAT 146 Calculus II MAT 373, 374 Probability and Statistics I and II MAT 245 Calculus III MAT 246 Linear Algebra MAT 324 Analysis or MAT 369 Modeling and Differential Equations in the Biological and Physical Sciences or MAT 377 Operations Research Recommended Courses: CSC 160 Introduction to Computer Science and Communication and CSC 170 Introduction to Programming Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112, 113, 312, 313, and one additional economics upper division course. Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a department adviser as soon as possible in order to carefully plan their program of study. Economics Courses ECO 110 Economics of Urban Issues This course studies the economic implications of many problems facing a metrourban environment especially in the areas of education, housing, and transportation and is designed for those students who do not plan to major in economics, business administration, or MIS. (On demand) ECO 112 Principles of Macroeconomics An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 3) ECO 113 Principles of Microeconomics An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 110 or 112. ECO 112 and 113 may be taken in either order. (Prereq.: MPG 3) ECO 311 Public Finance Analysis of the principles of taxation and public expenditures, the impact of fiscal policy on economic activity, and debt policy and its economic implications. (Prereq.: ECO 113. On Demand) ECO 312 Intermediate Macroeconomics Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. (Prereq.: ECO 112 and ENL 111 or 112 or HON 111. Fall) ECO 313 Intermediate Microeconomics Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. (Prereq.: ECO 113 and pass CT assessment or GST 100. Spring semester and winter trimester) ECO 315 Money and Banking Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve system and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. (Prereq.: ECO 112. Fall, spring semesters and winter trimester) ECO 317 Comparative Economic Systems This course focuses on comparing the performance of various countries that rely on different economic systems for the allocation of resources, including systemic changes in Eastern Europe. Theoretical models are examined and compared to realworld variants. (Prereq.: ECO 112 or 113: Every three years) ECO 318 Management Science Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. (Prereq.: ECO 113, MPG 3. Fall semester and winter trimester) ECO 350 Labor Economics Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. (Prereq.: ECO 113. Fall in alternate years) ECO 360 International Economics A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. (Prereq.: ECO 113. Spring in alternate years) ECO 365 Environmental Economics This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. (Prereq.: ECO 113. Fall in alternate years) ECO 370 International Economic Development This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. (Prereq.: ECO 112 or ECO 113. Spring in alternate years) ECO 415 Managerial Economics Integrates economic theory and corresponding practices in business. Among the topics considered are theories and practices in forecasting, estimation of demand and cost functions, and an analysis of economic problems of relevance to management. (Prereq.: BUS 379, ECO 313. On demand) ECO 416 Mathematical Economics Mathematical economics with emphasis on the application of mathematical tools to the areas of micro- and macroeconomic theory. (Prereq.: ECO 312 or ECO 313 and MATH 145 or a calculus class approved by course instructor.) ECO 490 Research Methods in Econometrics This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. This course satisfies the keystone requirement. (Prereq.: ECO 112 and ECO 113, and ENL 111 or 112 or HON 111) ECO 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Internships and Independent Study Courses ECO 199 Internship (P/N Grading only.) ECO 299 Directed Study ECO 399 Internship (Prereq.: 50% of the major or consent of instructor. P/N grading only.) ECO 499 Independent Study/Research Education- ECE, EED, ESE, EDU, ESL, SPE The Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for: ● Elementary (grades K-6); ● Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics; ● K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and special education: Emotional Behavioral Disabilities (EBD) and Learning Disabilities (LD). (Note for special education: ESL, EBD, and LD are available in Weekend and Evening College (WEC) only. The new academic behavior specialist -ABS program (pending approval) begins January 2013 in WEC only. ● Optional endorsements for a K-6 elementary license include preprimary (ages 3-5), mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Degree and/or licensure programs are available in both weekday and weekend/evening formats. WEC degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and special education. Additional teaching majors are available through the weekday program and open to weekday and weekend students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekend or weekday late afternoon/evening schedule. Field service requirements, associated with courses, and student teaching must be completed during regular weekday hours. All students must have some time available each term for field experiences in P-12 educational settings. A graduate level licensure option is available in weekend/evening format to those already holding a BA/BS degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in Education (MAE). Students who have completed a BA/BS degree may complete a licensure only program within the day or WEC undergraduate program. Contact the Education Department or the Office of Admissions for information. Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to take the Minnesota Teacher License Exam (MTLE) in basic skills—reading, writing, and mathematics—prior to admission to the department and must pass the MTLE basics skills tests before student teaching. Additional criteria for acceptance into the Education Department are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure State law requires passing appropriate exams (MTLE, pedagogy, and content exams) prior to recommendation for licensure. Students who entered Augsburg College under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in elementary education and education studies. Contact the department for details. The department also offers a special education minor which is described at the end of this section after course listings. Students are assigned an Education Department program adviser at the outset of coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Education Faculty Jeanine Gregoire (Chair), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Ann Grugel, Gretchen Irvine, Anne Kaufman, Audrey Lensmire, Gregory Krueger, Susan O’Connor, Vicki Olson, Donna Patterson, Ron Petrich, Barbara Short, Christopher Smith, Diane Vodicka, Dana Wagner, Barbara West Elementary Education—EED/EDC Elementary Major and Licensure Requirements Elementary education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degreeseeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental core courses (requirements subject to change—see Education Department for most current list): ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3: MAT 137 Math for Elementary Teachers I (required) MAT 138 Math for Elementary Teachers II (required) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for weekday students who do not have college-level science courses in their background. SCI 110 Natural Science I (Physical Science) SCI 111 Natural Science II (Biological and Earth Science) Option B is for weekday, weekend, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 103 Conceptual Physics (spring semester—evening) or EED 203 Elementary Education Physical Science (summer session I only; does not fulfill general education requirement) EED 200 Elementary Education Earth Science (summer session II; does not fulfill general education requirement) BIO 102 The Biological World Major Courses Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy Foundations Block II EDC 310 Learning and Development Methods Block I (Courses from this point on require admission to the department) EED 311 EED 312 EED 325 EED 326 EED 386 K-6 Methods: Health (.25) K-6 Methods: Physical Education (.25) K-6 Literacy Methods Structured Field Experience (0 credit) K-6 Children’ Literature (.5) Methods Block II EED 341 EED 342 EED 350 EED 360 EED 370 EED 380 EED 336 K-6 Methods: Visual Arts (.25) K-6 Methods: Music (.25) K-6 Methods: Mathematics K-6 Methods: Science K-6 Methods: Social Studies/Thematic Studies (.5) Kindergarten Methods (.5) Advanced Literacy Methods (.5) Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block EED 481, 483, 485 Student Teaching (2.0-3.0). Student teaching is required for licensure. Students with an elementary major who do not complete student teaching can graduate through the elementary education non-licensure major. EED 488: Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study COM 254, 329 or 351 or 355 EED 331 Middle School Writing Methods (.5) ESE 300 Reading and Writing in the Student Teaching Content Area ESE 350 5-12 Methods: Adolescent Literature/Media Literacy Student Teaching—five weeks Social Studies (5-8) POL 121 American Government and Politics HIS 120, 121 or 122 US History ECO 113 Microeconomics Choose 1: HIS 103; HIS 104; PSY 105; SOC 121; ANT 141 ESE 220 Human Geography ESE 300 Reading and Writing in the Student Teaching Content Area ESE 311 Middle School Methods: Social Studies (.5) Student Teaching—five weeks Mathematics (5-8) MPG 4 or MAT 114 Precalculus MAT 145 Calculus I MAT 163 Introductory Statistics or MAT 248 Biostatistics MAT 252 Exploring Geometry MAT 271 Discrete Mathematics MAT 287 History of Mathematics ESE 300 Reading and Writing in the Content Area ESE 331 Middle School Methods: Mathematics (.5) Student Teaching—five weeks General Science (5-8) CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I CHM 106 Principles of Chemistry II or CHM 116 General Chemistry II BIO 121 Human Biology BIO 102 The Biological World PHY 116 Introduction to Physics SCI 106 Meteorology Geology (take elsewhere—see Education Department for suggestions) ESE 300 Reading and Writing in the Content Area ESE 341 Middle School Methods: Science (.5) Student Teaching—five weeks Preprimary Teaching (3-5-year-olds) PSY 250 Child Development (Prereq.: PSY 105) SOC 231 Family Systems (Day) or SPE 440 Parent and Professional Planning (WEC) ECE 345/545 Foundations of Preprimary Education (fall trimester) ECE 346/546 Learning Environments for Preprimary-aged Children (winter trimester) ECE 347/547 Immersion and Teaching Competence (spring trimester) ECE 488, 489 Student teaching for seven weeks in preprimary or kindergarten, seven weeks in a grade (1-6) Graduation and Licensure/ Endorsement requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the elementary education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. A graduate-level elementary licensure option is available through Weekend and Evening College. Licensure is obtained through a combination of graduate and undergraduate credits. The graduate credits can be used toward the MAE degree. Contact the Education Department or Office of Admissions for information. Secondary Education—ESE/EDC It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisers in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter adviser for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Non-Departmental Requirements ENL 111 HPE 115 Effective Writing Chemical Dependency (.5) Program Requirements Foundations Block I EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) Foundations Block II EDC 310 Learning and Development Methods Block I (Courses from this point and on require admission to the Education Department.) ESE 300 ESE 325 Reading/Writing in the Content Area Creating Learning Environments Methods Block II ESE 3XX K-12 or 5-12 Special Methods in Licensure Area Capstone Block EDC 410 EDC 490 Learners with Special Needs School and Society Student Teaching Block ESE 481, 483, 485 Student Teaching (2.0-3.0) ESE 488 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the secondary education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through Weekend and Evening College. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. Education Core Courses—EDC EDC 199 Internship EDC 200 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. This course meets Engaging Minneapolis requirements. (Prereq.: ENL 111 or 112 or HON 111, sophomore standing) EDC 206 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. (WEC and summer only) EDC 210 Diversity in the Schools (.5 course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. EDC 211 Minnesota American Indians (.5 course) An overview of cultural content, worldview, and concepts that comprise Minnesotabased American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audiovisual and computer-based materials for teaching/learning situations. Computer training will be included in this course. EDC 310 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. EDC 399 Internship EDC 410 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Field service in a mainstreamed P-12 classroom required. (Prereq.: MTLE and admission to department) EDC 490 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. This course meets the senior keystone requirement. (Prereq.: MTLE and admission to department) Elementary Education—EED EED 199 Internship EED 200 Elementary Education Earth Science (summer session II only) This course provides hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. (Prereq.: Must be an elementary education major) EED 203 Elementary Education Physical Science (summer session I only) Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. (Prereq.: Must be an elementary education major) EED 299 Directed Study EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 225 Foundations of Literacy An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for all upper level courses in literacy. EED 325 K-6 Literacy Methods Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225. Students must be registered concurrently for EED 326.) EED 326 Structured Field Experience (0 credit) Observation, analysis, and preparation of assessment tools and literacy materials for K-6 students in an elementary classroom setting. (Prereq.: MTLE, admission to the department, and successful completion of EED 225. Students must be registered concurrently for EED 325.) EED 331 Middle School Writing Methods (.5) This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. (Prereq.: MTLE and admission to department) EED 336 Advanced Literacy Methods (.5) The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. Field service in a P-12 classroom required. (Prereq.: MTLE, admission to the department, and successful completion of EED 225 and EED 325/326) EED 341 K-6: Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 342 K-6: Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed P-12 classroom required. (Prereq.: MTLE and admission to department. MPG3. MAT 137 recommended) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-12 classroom required. (Prereq.: MTLE and admission to department) EED 370 K-6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: MTLE and admission to department.) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Field service in a kindergarten classroom required. (Prereq.: MTLE and admission to department) EED 386 Children’s Literature (.5 course) This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. EED 399 Internship EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: Admission to department; GPA: 2.5; Passing MTLE basic skills tests; completion of coursework) EED 488 Topics: Teaching Performance Assessment (TPA) & Student Teaching Seminar (.5) Secondary Education—ESE ESE 199 Internship ESE 220 Introduction to Human Geography This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. ESE 299 Directed Study ESE 300 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field service in a 712 classroom required.(Prereq.: MTLE and admission to department. Note: Students seeking the 5-12 communication arts/literature license do must take this course.) ESE 310 5-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies (.5 course). Field service in a middle school classroom required. (Prereq.: MTLE and admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Standards, national standards and required state testing. Emphasis on creating environments conducive to learning. Field service in a 7-12 classroom required. (Prereq.: MTLE and admission to department. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course.) ESE 330 5-12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics (.5 course). Field service in a middle school classroom required. (Prereq.: MTLE and admission to department) ESE 340 5-12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science (.5 course). Field service in a middle school classroom required. (Prereq.: MTLE and admission to department) ESE 350 5-12 Methods: Literature and Reading Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 351 5-12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. (Prereq.: MTLE and admission to department) ESE 360 K-12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. (Prereq.: MTLE and admission to department) ESE 399 Internship ESE 481, Student Teaching 483, 485 Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K-12 licenses require two to three. Successful completion of student teaching occurs upon satisfactory completion of licensure program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: MTLE and admission to department) ESE 488 Topics: Teaching Performance Assessment (TPA) & Student Teaching Seminar (.5) Special Education: Emotional/Behavioral Disabilities (EBD) and/or Special Education: Learning Disabilities (LD) – SPE The special education EBD and LD majors are available only through Weekend and Evening College (WEC). These majors are ideally suited to people who are currently working in schools with K-12 students with EBD/LD. The K-12 special education license includes a specialty in emotional/behavioral disabilities and/or learning disabilities. Courses labeled SPE are to be taken during the final year of coursework while students are working in an EBD or LD setting. Students must complete field service requirements in special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. See the Education Department for more information on the distribution of field service hours. The new K-12 Academic Behavior Specialist (ABS) program will begin Fall 2013, pending approval. Contact the Education Department or the Education Department website for current information concerning this transition. A graduate-level licensure option is available through Weekend and Evening College (WEC). Licensure is obtained through a combination of graduate and undergraduate credits. Special Education Coordinator: Susan O’Connor Required Non-major Courses: HPE 115 ENL 111 Chemical Dependency (.5) Effective Writing Required Education Courses for EBD: EDC 200 Orientation to Education in an Urban Setting EDC 210 Diversity in the Schools (.5) and EDC 211 Minnesota American Indians (.5) or EDC 206 Diversity/Minnesota American Indians EDC 220 Educational Technology (.5) EDC 310 Learning and Development EDC 410 Learners with Special Needs EED 225 Foundations of Literacy EED 325 K-6 Literacy Methods EED 326 Structured Field Experience (0 credit) EED 350 K-6 Methods: Math EED 360 K-6 Methods: Science SPE 315 Critical Issues Seminar (.5) SPE 400 Teaching Students with Emotional and Behavior Disabilities, and Learning Disabilities SPE 410 Implementing Assessment Strategies SPE 420 Planning, Design, and Delivery SPE 430 Instructional and Behavioral Practices SPE 490 Parent and Professional Planning SPE 481, 483, 485, 487 Student Teaching Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Required Education Courses for LD: All courses for the EBD major, with the exception of SPE 430, plus: SPE 424 Etiology and Origins of LD SPE 434 Teaching Content Areas to Students with LD Special Education Courses SPE 315 Critical Issues Seminar (.5 course) The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. (Prereq.: MTLE and admission to department) SPE 400 Teaching Students with Learning Disabilities and Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq.: MTLE and admission to the department) SPE 410 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and personcentered assessment process is emphasized. (Prereq.: MTLE and admission to the department) SPE 420 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq.: MTLE and admission to the department) SPE 424 Etiology and Origins of Learning Disabilities (LD only) This course will focus on the history and context of learning disabilities (LD). This includes an in-depth look at the origin of learning disabilities, as well as various theoretical models (sociological, biological, psychological, cognitive, and behavioral) applied to understanding learning disabilities. The course will also provide a critique of current philosophical positions in the field. Students will also acquire knowledge related to accessing information relevant to the field of learning disabilities. (Prereq.: MTLE and admission to department) SPE 430 Instructional and Behavioral Practices (EBD only) This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, personcentered planning, and functional assessment. (Prereq.: MTLE and admission to the department) SPE 434 Teaching Content Areas to Students with Learning Disabilities (LD only) This course will teach students to identify, adapt, and implement developmentallyappropriate instruction that supports the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing, listening comprehension, math, reasoning, and problem-solving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. (Prereq.: MTLE and admission to department) SPE 490 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. This course along with SPE 315 meets the senior keystone requirement in the core curriculum. (Prereq.: MTLE, admission to department, and ENL 111 or 112 or HON 111) SPE 481, 483, 485, 487 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Student teaching occurs during the last year of coursework within an internship context. Meets Augsburg Experience requirement. (Prereq.: Education Department admission, 2.5 GPA, passing MTLE basic skills tests) Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 EDU 491 SOC 231 Learners with Special Needs Practicum and Seminar in Special Education Family Systems: A Cross-Cultural Perspective PSY 105 Principles of Psychology Choose one from the following: PSY 250 PSY 251 PSY 252 Child Development Adolescent and Young Adult Aging and Adulthood Choose one from the following: SOC 265 Gender, Race, and Ethnicity SWK 260 Humans Developing SWK 301 History and Analysis of Social Policy PSY 357 Behavior Analysis PSY 359 Assessment Interested students should contact the director of special education at the outset of coursework. EDC 410 Learners with Special Needs (see EDC course descriptions) EDU 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus oncampus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: Completion of all other courses in special education minor or consent of instructor. Open to non-special education students) Engineering Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota College of Science and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg engineering adviser is necessary. Applications for these programs require the recommendation of the Augsburg engineering adviser. Contact Jeff Johnson, Physics Department, johnson9@augsburg.edu or 612-330-1070. University of Minnesota The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (BA/BE) enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the College of Science and Engineering. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the College of Science and Engineering may be completed during the second semester of the junior year at Augsburg. Bachelor of Arts/Master of Engineering (BA/ME) enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the College of Science and Engineering. The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the BA/ME program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the College of Science and Engineering staff regarding courses that should be taken during the senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and Engineering. Michigan Technological University This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the engineering adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg engineering adviser. Financial Aid Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Degree and Major Requirements Minimum course requirements for admission to the dual degree or three-two programs: CHM 115 CHM 116 CSC 170 ENL 111 PHY 121 PHY 122 General Chemistry General Chemistry Structured Programming Effective Writing General Physics I General Physics II Four mathematics courses are required: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 369 Modeling and Differential Equations or PHY 327 Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. English—ENL Those who study English believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. Writing helps all of us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through the study of English we see life’s complexity, experience life as others do, and better understand the world in which we live and work. Students majoring in English have the opportunity to choose one of four concentrations: literature, language, and theory; media writing; creative writing; and secondary licensure in communication arts/literature. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communication, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. The Augsburg Department of English integrates its program with the cultural opportunities of this vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. English majors have the opportunity to use and refine their skills through working in internships on and off campus, tutoring English Language Learner (ELL) students, or tutoring in the writing lab. Students with an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Suzanne Donsky, Douglas Green, John Harkness, Colin Irvine, Dan Jorgensen, Dallas Liddle, Kathryn Swanson, Mzenga Wanyama, Cary Waterman, Susan Williams Degree and Major Requirements Choosing a Concentration The English literature, language, and theory concentration provides students various approaches to the life-enhancing study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and provoke discovery of new literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. While some of our courses foreground theoretical approaches to literature and deeply examine race, class, and gender in the consideration of their subject matter, all of our courses infuse these concerns into their engagement with primary works of fiction, poetry, creative nonfiction, film, and drama. All literature classes involve students in dynamic and enjoyable literary examination, and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills of the educated and employable citizen. The literature, language, and theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theater Arts, and Women’s Studies. The English writing concentration is for students who intend to develop professional skills in either creative or media writing. Over the course of their study, students will master terminology; understand historical, legal, and ethical issues relevant to the field; and study the works of established writers and professionals. The writing major emphasizes expanding competencies in observation, research, and analysis that enable writers to gather material from a variety of sources and perspectives for their work. Writing majors will understand the interdisciplinary demands inherent in creative and media writing (including issues of design) and will enhance their appreciation of the aesthetic possibilities inherent in the writing life. Writing courses are taught by dedicated professors who are practicing writers themselves. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. The communication arts/literature teacher licensure major is for students who seek to be licensed to teach in Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisers in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: Concentrations in English Literature, Language, and Theory; English Writing; Creative Writing: QR/QFA: GST 200 or PHY 119; OR a QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of either a:QA: ENL 327 Concentration in Media Writing: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: QA: ENL 327 Communication Arts/Literature Teacher Licensure: QR:--QF: one of CHM 106, CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, PHY 103, PHY 106, or SCI 110; AND completion of: QA: COM 352 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Major Requirements English Literature, Language, and Theory Concentration The concentration requires nine courses above ENL 111, or HON 111, or ENL 112. Students must take at least two 200-level literature courses as prerequisites for upper division courses in English, as well as either ENL 220 or ENL 221. No more than two 200-level literature courses may count for the major. Students must take at least five 300-level courses, with one each in British literature, American literature, and world literature. Majors must take at least one 400-level course with concurrent enrollment in ENL 490 English Keystone. Any 300-level course serves as a prerequisite for the 400-level. Minor in English Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required. One course must be ENL 220 or ENL 221; the remaining four must be literature, language, and theory courses, three of which must be upper division courses. English Writing Concentration Students must take 10 or 11 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. Creative Writing Emphasis Two introductory writing courses at the 200-level: ENL 226 (required) and either ENL 220 or 221. And a 300 level writing sequence: Either Fiction I and Fiction II (ENL 320 and 321), or Poetry I and Poetry II (ENL 322 and 323). And one elective from the following: ENL 227; ENL 228; ENL 320 or ENL 322; ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC creative writing course; or an internship. And ENL 420, the keystone writing course. An additional art class is required, either Web Design I (ART 215) or Graphic Design (ART 225). Media Writing Emphasis Two introductory courses are required: Either ENL 227 or 228; and Either ENL 220 or 221. Also required, ENL 327 Quantitative Journalism; and two additional courses from the following: ENL 226, 227, 228, ENL 324; ENL/FLM 328; ENL/THR 325; an approved ACTC writing/reporting course; or an internship. And ENL 427, the Keystone Advanced Studies in Media Ethics and Theory. Additional art classes are required: Web Design I (ART 215) and Graphic Design (ART 225). Minor in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 Intermediate Expository Writing ENL 240 Introduction to Literary Study ENL 365 Contemporary Post-Colonial Fiction ENL 380 Introduction to the English Language ENL 396 Internship in Teaching Writing And three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit) One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval). Additional Courses (outside the English Department): COM 112 Contest Public Speaking COM 243 Studio Production COM 254 Interpersonal Communication COM 352 Persuasion Special Methods (two courses) ESE 350 5-12 Methods: Literature and Reading ESE 351 5-12 Methods: Speaking and Listening (.5 course) ESE 352 5-12 Methods: Media Literacy (.5 course) Additional ESE and EDC courses are required for licensure. They include EDC 200, 210, 211, 220, 310; ESE 325, 350, 351, 352; EDC 410, 490; student teaching. In addition to consulting your designated ENL adviser, contact an Education Department adviser for information about education courses. Departmental Honors GPA of 3.50 in the major and 3.00 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). Other Requirements Transfer Students Note: Transfer undergraduate majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills— such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher, will receive a grade of 0.0. English Courses Service Courses The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 101 Developmental Writing A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. ENL 111 Effective Writing Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. HON 111 Effective Writing for Liberating Letters This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. ENL 112 Advanced Effective Writing Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. ENL 217/218 English for Language Learners Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. ENL 240 Introduction to Literary Study This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Required for communication arts/literature teacher licensure major. (Prereq. or co-req.: ENL 111, or HON 111, or ENL 112) ENL 241 Introduction to Cinema Arts An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 250 American Voices American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 251 Introduction to African-American Literature This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. explores various literary genres, representative authors, epochal texts, and literary and ideological movements that have contributed to the shaping of the African American literary tradition. (Prereq or co-req.: ENL 111, or Hon 111, or ENL 112) ENL 255 American Indian Literature American Indian literature offers a survey of contemporary American Indian writing, including nonfiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Course cross-lists with American Indian Studies. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) Spotlight Courses Offered alternating terms (content for each will vary by term—check online course descriptions) ENL 260 Authors A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 270 Themes This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) ENL 280 Genres Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental web page for the title of a given section. (Prereq or co-req.: ENL 111, or HON 111, or ENL 112) ENL 290 Explorations in Language and Theory An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section. (Prereq or co-req: ENL 111, or HON 111, or ENL 112) The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. British Literature ENL 330 Shakespeare Study of the bard’s major plays—comedies, histories, tragedies, and romances—for their literary, dramatic, and cultural significance. (Prereq.: ENL 220 or 221, or a 200level literature, language, or theory course or THR 250, or consent of instructor.) ENL 332 Renaissance and Reformation A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a postPtolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 333 British and American Literature of the 17th and 18th Centuries: Strange Shores British and American writers of this period are surveyed, with attention to the historical, intellectual, and social influences of the major literary movements on both sides of the Atlantic. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 334 British Literature: Reason and Romanticism This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. (Prereq.: ENL 220 or 221, or one 200-level literature, language, or theory course, or consent of instructor.) ENL 336 British literature: The Age of Victoria If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 337 The British Novel: Love and Learn This course traces two great structuring ideas—the love-plot and the education-plot— in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Brontë, Eliot, and others. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 338 Readings in British and Commonwealth Drama A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. THR 250 satisfies the prerequisite for this course. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) ENL 339 Modern British and Irish Writers Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) American Literature ENL 350 Readings in African-American Literature This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 351 19th-Century American Literature Covers the intellectual and social environment that affected the writers of the period. Many different genre—slave narratives, romances, tall tales, epic poetry—are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 352 American Literature from 1900 to 1945 Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 353 American Literature from 1945 to the Present Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 354 Contemporary American Poetry A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL/AIS 355 Themes in American Indian Literature The course is structured around a number of writers working within a particular theme such as “Native Voices of Minnesota,” “Voices from the Southwest,” “Poetics and Politics of Native Writing,” “Women and Power in Native Literature, ““UrbanReservation: Homing,” and “American Indian Film-Literature Adaptation.” Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with American Indian studies. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 358 Readings in American Drama A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include “American Families,” “Blacks and Whites,” and “Sex and Self on the American Stage.” Readings range from O’Neill and Treadwell to Shanley and Parks. (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) World Literature in Translation ENL 360 The Classical Tradition A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 361 The Medieval World A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans— both classical and “barbarian”—and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 362 Renaissance to Modern Literature Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Molière, Cervantes, Rabelais, Voltaire, and Ibsen. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 365 Contemporary Postcolonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Required for communication arts/literature teacher licensure major. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 367 Women and Fiction The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 368 Readings in World Drama A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” (Prereq.: ENL 220 or 221 or one 200-level literature course or THR 250, or consent of instructor.) Language, Media, and Theory ENL 371 History of Cinema A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 380 Introduction to the English Language A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Required for the communication arts/literature licensure major. (Prereq.: ENL 220 or 221 or one 200level literature, language, or theory course, or consent of instructor.) ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 394 Composition: Theory and Practice Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. (Prereq.: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400level course must fulfill the keystone requirement. ENL 410 Advanced Studies in Literature Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) ENL 430 Advanced Studies in Language, Theory, and Method Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning, and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. (Prereq.: Any 300-level literature course or consent of instructor) Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. ENL 220 Intermediate Expository Writing This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Required for the communication arts/literature teacher licensure major. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 221 Expository Writing about the Arts and Popular Culture A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theater arts, and film majors. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 223 Writing for Business and the Professions This practical course is designed to improve writing skills for those entering business and professional careers. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 226 Introduction to Creative Writing The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 227 Journalism An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 228 Broadcast and Online Journalism This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for radio and the internet. (Prereq.: ENL 111, or HON 111, or ENL 112) ENL 320 Fiction One Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. (Prereq.: ENL 226) ENL 321 Fiction Two A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. (Prereq.: ENL 320 or review and acceptance by instructor of four story drafts written by the student and offered as work the student will refine in Fiction Two.) ENL 322 Poetry One Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. (Prereq.: ENL 226) ENL 323 Poetry Two In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. (Prereq.: ENL 322 or review and acceptance by instructor of a collection of poetry written by the student.) ENL 324 Creative Nonfiction In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. (Prereq.: ENL 220 or 221 or 226) ENL/THR 325 Playwriting An introductory course in writing for theater. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. (Prereq.: ENL 111 and junior or senior standing, or consent of theater department chair. THR 250 or ENL 226 recommended.) ENL 327 Quantitative Journalism: From Computers to Community This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. (Prereq.: ENL 227 or 228) ENL/FLM 328 Screenwriting An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. (Prereq.: ENL 220 or 221, or 226, or 228) ENL 420 Advanced Studies in Writing The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental web page. (Prereq.: Any 300level writing course) ENL 427 Advanced Studies in Media Ethics and Theory This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. (Prereq.: ENL 220, or 221, or 226, or 227, or 228; and any 300-level media writing course.) ENL 490 English Keystone (.0 course) Students seeking keystone credit must register for this no credit, P/N course, along with ENL 410, 420, or 430. Directed Studies, Internships, and Independent Studies ENL 291/391 Experiences in Thai Education and Culture In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. ENL 299 Directed Study ENL 396 On-Campus Internships This course is required for all communication arts/literature licensure students. It is normally taken with students enrolled in English 101 Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. ENL 399 Off-Campus Internships ENL 499 Independent Study and Honors Projects Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the chair of the department. Environmental Studies Environmental studies is the interdisciplinary investigation of human relations with the natural world. The program pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies—of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, environmental studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s environmental studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in environmental studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty John Zobitz (Mathematics, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain (Communication Studies), Christina Erickson (Social Work), Z. Vivian Feng (Chemistry), Keith Gilsdorf (Economics), David Hanson (Chemistry), John Harkness (English), Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry), Michael Lansing (History), Joseph Underhill (Political Science). Major Fourteen Courses (standard track or HECUA track) Standard Track Requirements (14 course credits): Core courses: ENV 100 ENV 120 Environmental Connections Introduction to Environmental Science SWK 210 Environmental Justice and Social Change POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/ Environmental Politics (CGE) WST 341 or SOC 381 The City and Metro Urban Planning ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/ Environmental Theology and Ethics (CGE) WST 313 HIS 316 US Urban Environmental History ECO 365 Environmental Economics and Sustainable Development ENV 399 Internship ENV 490 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 BIO 152 BIO 481 Introductory Biology Ecology, Evolution, and Diversity Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) HECUA Track Requirements (14 course credits): ENV 100 Environmental Connections SWK 210 Environmental Justice and Social Change ENL 270 Rites of Thematic Passage (Literature and Landscape) or REL 313/ Environmental Theology and Ethics (CGE) WST 313 HIS 316 US Urban Environmental History INS 345, INS 346, INS 399 (HECUA Environmental Sustainability Semester, four course credits: Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and Integration Seminar) SBS 499 Environmental Studies Independent Project (Keystone) Biology requirements: BIO 151 BIO 152 BIO 481 Introductory Biology Ecology, Evolution, and Diversity Ecology Chemistry requirements: CHM 105 Principles of Chemistry I CHM 106 Principles of Chemistry II or CHM 115 General Chemistry I CHM 116 General Chemistry II (depends on MPG score) Minor (Seven courses) ENV 100 Environmental Connections ENV 120 Introduction to Environmental Science CHM 105 Principles of Chemistry I or CHM 115 General Chemistry I BIO 151 Introductory Biology SWK 210 Environmental Justice and Social Change HIS 316 US Urban Environmental History or ENL 270 Rites of Thematic Passage or REL 313/ Environmental Theology and Ethics (CGE) WST 313 POL 241 Environmental and River Politics or INS 342 River Politics Field Seminar or POL 325 Politics and Public Policy or POL 341/ Environmental Politics (CGE) WST 341 or ECO 365 Environmental Economics and Sustainable Development or SOC 381 The City and Metro-Urban Planning Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Environmental Studies Courses ENV 100 Environmental Connections An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class— neither remote nor abstract—exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. (Social and Behavioral Sciences LAF, fall) ENV 120 Introduction to Environmental Science An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Satisfactory completion of this course satisfies a Liberal Arts Foundation requirement in the Natural Sciences and Mathematics and as a QF. MPG 3 and CT required. ENV 490 Environmental Studies Independent Project An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. (Prereq.: ENV 100, BIO 152, CHM 106 or 116, SWK 210, HIS 316, and ENV 399) Film See listing under Communication Studies. Finance See listing under Business Administration. Foreign Languages See listing under Languages and Cross-Cultural Studies. French See listing under Languages and Cross-Cultural Studies. German See listing under Languages and Cross-Cultural Studies. Health, Physical Education, and Exercise Science—HPE All students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational participants as well as student athletes will find ample opportunity for developmental activities. The physical education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The health education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The exercise science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health fitness professions. All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix. Health, Physical Education and Exercise Science Faculty Eileen Kaese Uzarek (Chair), David Barrett, Jane Becker, Chris Brown, Anthony Clapp, Steven Dalhed, Carol Enke, Aaron Griess, Melissa Lee, Mike Navarre, Patrice Salmeri, Missy Strauch, Ted Vickerman Degree and Major Requirements Health Education Health Education Major HPE 104 HPE 110 HPE 114 HPE 115 HPE 215 HPE 316 HPE 320 HPE 357 HPE 358 HPE 390 HPE 410 HPE 450 Components of Fitness Training Personal and Community Health Health and Safety Education Chemical Dependency Education Health and Exercise Psychology Human Sexuality School Health Curriculum Measurement in Health, Physical Education, and Fitness Assessment in Health and Physical Education Instructional Methods and Materials in Health Education Administration and Supervision of the School Health Program Current Health Issues BIO 103 Human Anatomy and Physiology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPE 104, 110, 114, 115, 316, 320, 390, 450, BIO 103. (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Physical Education Physical Education Major HPE 104 HPE 114 HPE 115 HPE 205 HPE 220 HPE 254 HPE 275 HPE 324 HPE 334 HPE 335 HPE 340 HPE 350 HPE 351 HPE 357 HPE 358 HPE 473 BIO 103 Components of Fitness Training Health and Safety Education Chemical Dependency Education Introduction to Health, Physical Education, and Health Fitness Motor Learning Introduction to Developmental and Adapted Physical Education Prevention and Care of Athletic Injuries K-6 PE Games and Activities 7-12 Sport Skills and Activities Outdoor Education Organization and Administration of Physical Education Programs Kinesiology Physiology of Exercise Measurement in Health, Physical Education, and Exercise Science Assessment in Health and Physical Education Physical Education Curriculum Human Anatomy and Physiology Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPE 104, 115, 205, 324, 334, 351. (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 114 Safety Education HPE 275 Prevention and Care of Athletic Injuries HPE 280 Coaching Theory The MSHSL requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty adviser concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Exercise Science Exercise Science Major HPE 104 Components of Fitness Training HPE 110 Personal and Community Health HPE 114 Health and Safety Education HPE 115 Chemical Dependency Education HPE 205 Introduction to Health, Physical Education, and Exercise Science HPE 215 Health and Exercise Psychology HPE 275 Prevention and Care of Athletic Injuries HPE 300 Nutrition for Exercise Science HPE 305 Stress Management HPE 350 Kinesiology HPE 351 Physiology of Exercise HPE 357 Measurement in Health, Physical Education, and Exercise Science HPE 397 or 399 Internship in Exercise Science HPE 450 Current Health Issues HPE 490 Health Fitness Seminar and Keystone BIO 103 Human Anatomy and Physiology Select and complete one (1) of the following two (2) courses: HPE 315 Exercise Testing and Prescription or HPE 330 Community Health Methods Select and complete one (1) of the following two (2) courses: HPE 430 Epidemiology (HLTH 400 Epidemiology at Univ. of St. Thomas) or HPE 304 Advanced Fitness Training Health, Physical Education, and Exercise Science Courses HPE 001 Foundations of Fitness (.0 course) This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well-being. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of fitness and wellness. (Fall, spring) HPE 002, 003 Lifetime Activity (.0 course) Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. (Fall, spring) HPE 007 Lifetime Activity - Hybrid (.0 course) This Lifetime Activity course is designed to improve proficiency in one or more student selected activities. Students will understand and demonstrate fundamentals and benefits of selected activities. This course will be taught in a hybrid format, blended between in-person lab experiences and online discussions and reporting. (Fall, winter, spring WEC) HPE 008 Foundations of Fitness - Hybrid (.0 course) Foundations of Fitness is designed to improve the student's knowledge and understanding of physical fitness, nutrition and stress and how they influence health and well-being. This course provides knowledge and skills needed for an individual to maintain a lifestyle of fitness and wellness. This course will be taught in a hybrid format, blending in-person lab experiences with online discussion and reporting. HPE 104 Components of Fitness Training This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research-based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall, spring) HPE 110 Personal and Community Health Concepts and practices of health and healthful living applied to the individual and the community. (Prereq.: ENL 111 or 112 or HON 111. Fall, spring) HPE 114 Health and Safety Education (.5 course) Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certifications. (Fall, spring) HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) HPE 205 Introduction to Health, Physical Education, and Exercise Science (.5 course) An introduction to the professional field of health, physical education, and fitness. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a healthy lifestyle found on the wellness continuum. (Fall, spring) HPE 215 Health and Exercise Psychology Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. Examples of topics covered include anxiety, depression, stress, ADHD, self-efficacy, and determinants of exercise. (Spring) HPE 220 Motor Learning (.5 course) The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) HPE 254 Introduction to Developmental/Adapted Physical Education (.5 course) A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) HPE 275 Prevention and Care of Athletic Injuries (.5 course) Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Prereq.: HPE 114. Spring) HPE 280 Coaching Theory (.5 course) Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. HPE 300 Nutrition for Exercise Science This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. HPE 304 Advanced Fitness Training This course is designed to examine and apply the latest in scientific research of advanced personal training. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, students will create and optimize aspects of the different training phases for their year-round program design. (Prereq.: BIO 103, HPE 104, HPE 114. Spring) HPE 305 Stress Management (.5 course) This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) HPE 315 Exercise Testing and Prescription (.5 course) This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Health Fitness Instructor (HFI) certification exam. (Prereq.: MPG III, HPE 357. Fall) HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Spring) HPE 320 School Health Curriculum (.5 course) Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Prereq.: HPE 110. Fall even years) HPE 324 K-6 PE Games and Activities (.5 course) This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 205. Spring) HPE 334 7-12 Sport Skills and Activities (.5 course) Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 205. Fall) HPE 335 Outdoor Education (.5 course) A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 114, HPE 205. Fall even years, spring even years) HPE 340 Organization and Administration of Physical Education Programs (.5 course) A survey of management, leadership, and decision making for physical education and athletic programs. (Prereq.: HPE 205 and pass CT assessment or GST 100. Fall) HPE 350 Kinesiology A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. (Prereq.: BIO 103. Co-req.: HPE 357. Fall) HPE 351 Physiology of Exercise The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. (Prereq.: ENL 111 or 112 or HON 111, BIO 103. Spring) HPE 357 Measurement of Health, Physical Education, and Exercise Science (.5 course) Concepts of statistics and the use of statistical procedures in health, fitness, and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, and linear regression. (Prereq.: MPG 3, HPE 104, and either HPE 110 or HPE 205. Fall) HPE 358 Assessment of Health and Physical Education (.5 course) Standards, assessment, and evaluation of tests in health and physical education. (Prereq.: HPE 104, HPE 357 and either HPE 110 or HPE 205. Fall) HPE 365 Physical Education Methods (K-6) Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 324. Fall) HPE 368 Physical Education Methods (7-12) Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Prereq.: HPE 104, HPE 334. Spring) HPE 390 Instructional Methods and Materials in Health Education Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Prereq.: HPE 110. Spring) HPE 410 Administration and Supervision of the School Health Program (.5 course) Historical background, legal basis, and school health services relationship to community and school health programs and resources. (Prereq.: HPE 110. Fall even years) HPE 450 Current Health Issues (.5 course) This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. (Prereq.: HPE 110 and pass CT assessment or GST 100. Fall odd years) HPE 473 Physical Education Curriculum (.5 course) Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of national standards and pedagogy for physical education, curriculum, and assessment included. (Prereq.: HPE 205. Fall) HPE 490 Exercise Science Seminar and Keystone This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. The student will choose a research topic in the field of kinesiology or exercise physiology, design a research study, recruit subjects, conduct testing, evaluate data, and present their research to the Health, Physical Education, and Exercise Science Department at the end of the semester. The student will also choose from a number of options to advance their career and improve their marketability in the field. (Prereq.: HPE 350, HPE 351) Internships and Independent Study Courses HPE 199 Internship HPE 299 Directed Study HPE 397/399 HPE 499 Internship Independent Study/Research Open only to junior or senior majors. History—HIS History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Phillip C. Adamo (Chair), Jacqueline deVries, Bill Green, Don Gustafson, Michael Lansing Degree and Major Requirements Major Nine courses (including HIS 280 and 480). At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, MAT 163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.60 in the major and 3.00 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. Medieval Studies The History Department also hosts the major in medieval studies. For more information, refer to Medieval Studies in this catalog. Other Requirements First-year students should enroll in one or more of the 100-level courses. The 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. History Courses HIS 101 The Beginning of Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. HIS 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. HIS 103 The Modern World A study of the main currents in Western civilization from the time of Napoleon to the present. HIS 104 The Modern Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. HIS 120 America to 1815 A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, enslavement of African peoples, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. (Prereq.: Pass CT assessment or GST 100) HIS 121 19th-Century United States A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empirebuilding, regional differences, the Civil War and its aftermath, and industrialization. (Prereq.: Pass CT assessment or GST 100) HIS 122 20th-Century United States A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. (Prereq.: Pass CT assessment or GST 100) HIS 150/350 Latin American History This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. (Prereq.: Consent of instructor required for HIS 350) HIS/WST 155/355 Cultural Conflict and Change in Latin America Center for Global Education course. In the International Programs section, See Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, El Salvador, and Nicaragua). HIS 162/462 20th-Century South Asia This course explores the processes of colonialism, nationalism, decolonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. (Prereq.: Consent of instructor required for HIS 462) HIS 195 Topics in History An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. HIS 225 History of the Twin Cities The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. HIS 234 Minnesota History This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. HIS 236 American Indian History A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. HIS 241 Topics in African American History Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 242 History of African American Civil Rights, 1619-1915 A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. HIS 243 History of African American Civil Rights, 1915-1972 A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King Jr. HIS 249/349 The Designed Environment This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. (Prereq.: None for HIS 249; ENL 111 or 112 or HON 111, and an ART, HIS, or urban studies course for HIS 349) HIS 280 The History Workshop This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. (Prereq.: ENL 111 or 112 or HON 111) HIS 282 The History of Women Since 1848 This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, ethnic, and sexual differences among women. HIS 300 Public History Public history is the practice of historical methods with a nonacademic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. HIS 311 Topics in Women’s History Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. HIS 316 U.S. Urban Environmental History A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. HIS 323 Modern China A selective treatment of Chinese history since the Opium War of 1839, the erosion of China’s isolation and collapse of the imperial system, and the Nationalist and Communist revolutions of the 20th century. HIS 327 Racism and Resistance in Southern Africa and the U.S. Center for Global Education course. In the International Programs section, see Nation Building, Globalization, and Decolonizing the Mind (Namibia). HIS 331 Topics in United States History In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. HIS 332 History of United States Foreign Relations A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. HIS 335 American Urban History A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. HIS 336 American Labor History A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working-class life and community, evaluation of organized labor, and the relationship of workers and union to the state. HIS 338 American Legal History An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. (Prereq.: Pass CT assessment or GST 100) HIS 343 The North American West This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. HIS 346 Namibia and South Africa: A Historical Perspective A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. (Center for Global Education course. In the International Programs section, see Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives [Namibia]). HIS 348 Russia and the Soviet Union in the 20th Century An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. HIS 352 Modern Germany A survey of the social, political, and cultural development of modern Germany, focusing on the question of Germany’s Sonderweg (special path) and examining such topics as romanticism, unification, the rise of national socialism, and the Holocaust. HIS 354 Modern Britain and Ireland This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. HIS 355 Cultural Conflict and Change in Latin America For course description, see HIS 155. HIS 357 Mexican History, Culture, and Cosmovision An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Additional readings and written assignments will be required for upper-division students. Taught on-site in Mexico through Center for Global Education. In International Programs, see the listing for Migration and Globalization: Engaging Our Communities (Mexico) (Prereq.: One previous history course or consent of instructor required) HIS 360 Ancient Egypt and Classical Greece This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 361 Hellenistic Greece and Rome This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. HIS 369 The Early and High Middle Ages This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. (Prereq.: MPG 3) HIS 370 The Late Middle Ages to 1648 This course examines the history of Europe from c. 1300 to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. HIS 374 Medieval Crusades This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. HIS 378 Medieval Church This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL 378. HIS 440 Topics in World History This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. HIS 462 20th-Century South Asia For course description, see HIS 162. HIS 474 The World and the West Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. HIS 480 Seminar This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Permission of the instructor is required. This course fulfills the keystone requirement. (Prereq.: HIS 280 and ENL 111 or 112 or HON 111. Generally offered fall and spring terms.) Internships and Independent Study Courses HIS 199 Internship HIS 299 Directed Study HIS 399 Internship HIS 499 Independent Study/Research (Prereq.: 3.50 GPA in history) Honors Program—HON The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art perfomances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Honors Program Recognition Students who complete the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admission Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application at www.augsburg/honors.edu. Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors program director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 16 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON 340, HON 490, and two other full-credit Honors courses. Honors Co-Curricular Activities Honors Houses: All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship, such as College scholarship events. The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors students. Pike House also organizes events for alumni and fundraising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and Augsburg experiences. Augsburg Honors Review: Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Student Leadership Opportunities: Students elected to leadership within their Honors House may serve as house presidents or serve in other program leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through student-created learning experiences. These student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements, or simply be an elective course. Student-created learning experiences may take almost any form. Some possible forms include: • Student-created courses (created in collaboration with faculty) • Full course (10-20 students) • Reading Groups (2-9 students) • Individual Reading and Examination (individual study) • Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council member or the Honors Program director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year: Fall First-year students select Honors House membership. First-year students are not permitted to join Augsburg Honors Review. HON 100 Christian Vocation and the Search for Meaning I HON 120 Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking skill requirements) First Year: Spring HON 130 HON 111 Liberating Letters (humanities LAF and speaking skill) Effective Writing for Liberating Letters (satisfies effective writing requirement) Second Year: Fall • Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0 credit, pass/no pass) • HON 220: Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill requirements) * HON 200 Christian Vocation and the Search for Meaning II Second Year: Spring • Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0 credit, pass/no pass) • HON 240: Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF) Third Year: Fall • Students eligible to become editors and managers in HON 450: Augsburg Honors Review • HON 250: Social Scientist (satisfies social and behavioral sciences LAF) • HON 200: Christian Vocation and the Search for Meaning II • HON 340: Junior Colloquium (taught by the president or dean of the College; 0.0 credit, pass/no pass) Third Year: Spring • Students eligible to become editors and managers in HON 450: Augsburg Honors Review • HON 230: Arts and the City (satisfies fine arts LAF) • HON 340: Junior Colloquium (continues from fall semester; 0.0 credit, pass/no pass) Fourth Year: Fall • Students may join HON 450 Augsburg Honors Review and HON 460 Honors Disputation League in their fourth year • HON 490: Honors Senior Seminar (offered fall and spring) Fourth Year: Spring • HON 490: Honors Senior Seminar (offered fall and spring) Research Requirement: At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research Requirement document available in the Honors Suite or online. In addition, students must register for at least two semesters of the following to document the research experience on their transcript: • HON 450 Augsburg Honors Review • HON 470 Student/Faculty Research Collaboration Summary Notes: • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. • Students past first year may take courses out of the recommended sequence without prior permission. • Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. Honors Courses HON 100 Christian Vocation and the Search for Meaning I Honors section of REL 100. Some students (e.g. some science majors) may need to defer the course and take HON 100 in another term. HON 120 The Scholar Citizen An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab) HON 130 The Liberating Letters: The Trial of Letters Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. (satisfies humanities LAF and speaking skill requirements) HON 111 Effective Writing for Liberating Letters Linked with HON 130, this effective writing course employs a rhetoric-based and argument-focused approach to college-level writing. Students are strongly encourged to register for HON 130 and this course during the same semester. (Satisfies effective writing requirement). HON 200 Christian Vocation and the Search for Meaning II Honors version of REL 200. See REL 200 for content and requirements. HON 220 The Scholar Scientist Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems. (Satisfies graduation QR requirement) HON 230 Arts and the City Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. (Satisfies fine arts LAF) HON 240 Science, Technology, and Citizenship Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. (Satisfies lab natural sciences and mathematics LAF) HON 250 The Social Scientist Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. (satisfies social and behavioral sciences LAF) Travel Seminar Honor students are encouraged to study abroad at some point during their four-year degree. This may include a Center for Global Education 10-day seminar, international travel seminar, or domestic immersion trip. HON 340 Junior Colloquium: The Scholar as Leader Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N) HON 380 Student-Created Learning Experience (SCLE) Following the guidelines set forth above, SCLEs may take many forms as determined by the student and faculty creating the learning experience (may be 0.0, .5 or 1.0 credit, and may use traditional or P/N grading options). HON 450 Augsburg Honors Review: Research Thesis Requirement Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only). Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). HON 470 Student/Faculty Collaboration: Research Thesis Requirement Following the guidelines outlined above, students register for this course to gain course credit for a student/faculty research collaboration. (0.0 credit, P/N only) HON 490 Honors Senior Seminar This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Interdisciplinary Studies—INS Interdisciplinary studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) These majors, their descriptions, and their requirements are listed alphabetically within the Departments and Programs section of the catalog. Other interdisciplinary course offerings are listed under International Programs. Leadership Studies Minor Coordinator: Norma Noonan The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in leadership studies, drawing on a wide variety of courses across disciplinary lines. A minor in leadership studies can enhance your major in a wide variety of disciplines including business, sociology, political science, communication, computer science, economics, and psychology. Four required courses: BUS 242 SOC 349 COM 345 POL 421 Principles of Management Organizational Theory (prereq. SOC 121 or permission of instructor) Organizational Communication Topics: This topic only) Becoming a Leader (prereq. one POL course or permission of instructor) This course is the only integrative course in the minor. Two required electives: Select two courses from the following list. (No more than one per department) BUS 340 Human Resource Management (Prereq.: BUS 200 or 242) BUS 440 Strategic Management (Prereq.: BUS 242 or 200) HIS 122 20th-Century United States (Prereq.: Pass CT assessment or GST 100) INS 325 Building Working Relationships (WEC/Day) PSY 373 Industrial Organizational Psychology (Prereq.: PSY 105) COM 321 Business and Professional Speaking COM 355 COM 410 Small Group Communication The Self and the Organization (WEC) Peace and Global Studies Minor See International Relations, in the Department and Programs section. Interdisciplinary Studies Courses INS 225 Introduction to Islam The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. INS 232 The African American Experience in America An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. INS 298 Meaningful Work: Linking Education, Vocation, and Career Exploration This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work, and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. INS 342 River Politics Field Seminar In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. (Prereq.: POL 241 or equivalent and passing a water safety test) International Relations International relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, including immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students have focused their studies on Latin America, the Middle East, Western Europe, Russia and East Central Europe, the Far East, and Southeast Asia. Recent students have had double majors in history, political science, international business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director Joseph Underhill Degree and Major Requirements Required core courses: ECO 112 Principles of Macroeconomics or ECO 113 Principles of Microeconomics HIS 103 The Modern World or HIS 104 The Modern Non-Western World POL 158 Political Patterns and Processes or POL 160 World Politics POL 490 Seminar in International Relations One of the following: INS 225 Introduction to Islam POL 241 Environmental and River Politics SOC 121 Introduction to Human Society SWK 230 Global Peace and Social Development or one course from the list of required electives listed below. Two of the following: HIS 332 History of US Foreign Relations POL 368 Model United Nations POL 459 Topics: Women in Comparative Politics POL 461 Topics in International Politics Also, the equivalent of four terms of college work in a modern language. Required electives Five of the following (not more than three from any one discipline may be counted toward the major): BUS 362, 465 ECO 360, 365, 370 ENV 310 FIN 460 HIS 323, 346, 352, 354, 440, 474 MKT 466 PHI 355 POL 350, 351, 359, 459, 483 REL 356 COM 329 FRE 332, GER 332, NOR 331, SPA 331, SPA 332, NAS 330 (See Languages and CrossCultural Studies) Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing: S: one of the following IR electives: ECO 365, HIS 350, or PHI 355 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the international relations major, three of the following courses: BUS 362 BUS 465 FIN 460 MKT 466 International Business International Management International Finance International Marketing One of the following: ECO 360 International Economics ECO 365 Environmental Economics and Sustainable Development ECO 370 International Economic Development One elective from the list of international relations major electives, excluding other business, economics, and marketing courses. Note: Several of the business courses have prerequisites. Please consult the catalog and your academic adviser before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must complete an honors thesis no later than March 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 or 113, HIS 103 or 104, and POL 158 or 160. One course from HIS 332, POL 363 or 461. One year of modern language. Three courses from the list of required electives for the major. Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The peace and global studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College) and the Center for Global Education. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students will draw on study abroad in taking local actions to address global issues. The minor consists of two required courses (POL 160 and SWK 230), two upper division electives (chosen from ECO 365, REL 366, HIS 332, HIS 350, INS/WST 311, POL/WST 341, REL 313, POL/WST 359, INS 312, REL 346, HIS 346, POL 353, ECO 495, SOC 240, ENL 365, and other topics or study abroad courses, with approval of program director), a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See international relations program director for full program description. International Programs Study abroad at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad in every student’s degree program. Augsburg’s programs, the Center for Global Education, and HECUA provide study abroad opportunities for students in all majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have 300 programs in nearly 90 countries from which to choose the best opportunity for their curricular and personal needs. Augsburg Abroad is the front door for students and faculty interested in study abroad, and provides advising on programs, finances, and academics. More information about study abroad is located in Augsburg Abroad, in the Academic Information section of this catalog. Center for Global Education Programs Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Although students may select courses from several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the following four concentrations: business, religion, Spanish, and women’s studies. Prerequisite: One college-level Spanish course or its equivalent SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112) SPA 206 Spanish for Health Care Professionals This course aims to satisfy the needs of students in nursing, pre-med students, and others in health care fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212) SPA 220 Business Spanish Aims to enable intermediate and advanced Spanish language students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s consent) SPA 225 and 325 Topics: Spanish for Heritage Speakers This course is for students who grew up hearing Spanish and can communicate their ideas but who lack a basic knowledge of Spanish grammar and feel insecure about writing and/or speaking it. The goal is to help these students gain fluency and confidence in their native language. (No prerequisites. 225 or 325 level available according to proficiency) SPA/ART 231 Mexican Art This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. When taken for ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico, Central America, and Cuba, and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 334 Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico) SPA/WST 335 Contemporary Latin American Women–Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111) ACC 322 Accounting Theory and Practice I An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. (Prereq.: ACC 222) BUS 461 Global Business Management: Mexico and Other Emerging Markets This course examines global economic conditions today and explores vital issues, such as exchange rates, trade balances, international joint ventures, resources, tariffs, trade barriers, government regulations, shipping options, etc. Emphasis is on understanding issues from the perspectives of both developed and developing countries, using Mexico as a case study. (Prereq.: ECO 112 or 113, and BUS 242 or MKT 252, or consent of instructor) HPE 002 Lifetime Activity: Latin Dance (.0 course) This Lifetime Activity course is designed to help students develop proficiency in diverse forms of Latin dance. The course meets for a total of 21 hours over the course of the semester. There is an additional cost of US $50 per student to cover expenses. The course carries no academic credit, but it fulfills a physical fitness Lifetime Activity graduation requirement. KEY 490 Vocation and the Meaning of Success This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. (Prereq.: ENL 111, or HON 111, or ENL 112) POL/WST 359 Women, Gender, and Social Change in Latin America An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will include particular emphasis on religion in Mexico. (Prereq.: REL 100). REL/WST 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application, and Spanish reference forms) BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, history, women’s studies, political science, and religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 17 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisite: One college-level Spanish course or its equivalent SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112) SPA 206 Spanish for Health Care Professionals This course aims to satisfy the needs of students in nursing, pre-med students, and others in health care fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212) SPA 220 Business Spanish Aims to enable intermediate and advanced Spanish language students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s consent) SPA 225 and 325 Topics: Spanish for Heritage Speakers This course is for students who grew up hearing Spanish and can communicate their ideas but who lack a basic knowledge of Spanish grammar and feel insecure about writing and/or speaking it. The goal is to help these students gain fluency and confidence in their native language. (No prerequisites. 225 or 325 level available according to proficiency) SPA/ART 231 Mexican Art This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. When taken for ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico, Central America, and Cuba, and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 334 Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico) SPA/WST 335 Contemporary Latin American Women–Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Taught in Mexico. (Prereq.: SPA 311.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111) HIS/WST 357 Mexican History, Culture, and Cosmovision An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture, and cosmovision. Additional readings and written assignments will be required for upper division students. Taught in Mexico. (Prereq.: One previous history course or consent of instructor required for 300-level course). HPE 003 Lifetime Activity: Latin Dance (.0 course) This Lifetime Activity course is designed to help students develop proficiency in diverse forms of Latin dance. The course meets for a total of 21 hours over the course of the semester. There is an additional cost of US $50 per student to cover expenses. The course carries no academic credit, but it fulfills a physical fitness Lifetime Activity graduation requirement. POL/WST 341 Globalization, Social Struggles, and the Environment Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. The version taught in Mexico will include particular emphasis on religion in Mexico. (Prereq.: REL 100). BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 399 Internship Students gain 80-100 hours of hands-on work experience in a Mexican organization and participate in an ongoing seminar which explores cultural issues, organizational analysis, and personal and professional development. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. (Prereq.: SPA 212 or equivalent, internship application, and Spanish reference forms) BUS/HIS/INS/MKT/POL/REL/SPA/WST/YFM 499 Independent Study Students conduct independent, field-based research and participate in an ongoing seminar which explores fieldwork methods and cultural and ethical issues. Students seeking Spanish credit must receive approval from the department chair prior to enrollment. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 17 different options (including SPA/ART 231, which when taken as ART 231 meets the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Mexican instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112) SPA 206 Spanish for Health Care Professionals This course aims to satisfy the needs of students in nursing, pre-med students, and others in health care fields who seek to develop strong speaking and oral comprehension skills. The main focus will be on developing specialized vocabulary and learning grammar within the context of daily situations relevant to different aspects of health care. (Prereq.: SPA 112 or instructor’s permission. Taught in Mexico) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Mexican instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212) SPA 220 Business Spanish Aims to enable intermediate and advanced Spanish language students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prereq.: SPA 311 or equivalent or instructor’s consent) SPA 225 and 325 Topics: Spanish for Heritage Speakers This course is for students who grew up hearing Spanish and can communicate their ideas but who lack a basic knowledge of Spanish grammar and feel insecure about writing and/or speaking it. The goal is to help these students gain fluency and confidence in their native language. (No prerequisites. 225 or 325 level available according to proficiency) SPA/ART 231 Mexican Art This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. When taken for ART credit meets the LAF in Fine Arts. (Prereq.: SPA 212. Taught in Mexico) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Mexican instructors. (Prereq.: SPA 212 or equivalent or placement exam) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico, Central America, and Cuba, and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or equivalent) SPA 334 Contemporary Mexican Literature This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq.: SPA 311 or instructor’s consent. Taught in Mexico) SPA/WST 335 Contemporary Latin American Women–Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Mexican instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111) SWK 294 International Social Welfare: The Mexican Context Develops students’ understanding of current social, economic, political, and cultural realities in Mexico through an exploration of Mexican culture and history. Emphasis on intercultural communication and the role of US foreign policy in Mexico. Aims to frame students’ knowledge of contemporary social welfare and social work practice with migrants and immigrants in the Minnesota and the United States at large. SWK 316 Social Work Practice II: With Families and Groups Develops student understanding and working knowledge of human behavior in families and in groups. The Mexican context of family and group work will be examined, and uniquely Mexican models will be explored and discussed in relation to current family and group theory. Groups can be used to accomplish individual, family, organizational, and/or community goals. Students will practice skills needed to be an effective group member and facilitator in class. A six-week home stay with a Mexican family will provide an opportunity to learn about Mexican family structure through personal experience. SWK 295 Comparative Social Policy Aims to prepare social work students to function as informed and competent participants in efforts to achieve change in social policies and programs. This course in comparative social policy uses Mexico and the United States as a context for studying policy formation, implementation, analysis, and the influence of values on these processes. Central to this course is a service-learning component. Those enrolled in Social Work Field Experience may use the same field setting for both courses. Roles and responsibilities of generalist social workers and citizens in formulating, implementing, and evaluating policy responsive to social needs are addressed. United States and Mexican immigration and migration policies will be used a primary vehicle for this critical analysis. SWK 317 Field Work II: Integrative Seminar Progressively-responsible, supervised professional social work experience including work with individuals, families, groups, and communities in a social service agency. A total of 120 hours, continuing SWK 307, plus an integrative seminar. Contributes approximately 100 hours to the practicum hours required for the BSW degree for those students with Spanish-language oral competency. Involves sharing of experiences with other students in a small group seminar. (Prereq.: intermediate Spanish, candidacy status; concurrent with SWK 316). HPE 003 Lifetime Activity: Latin Dance (.0 course) This Lifetime Activity course is designed to help you develop proficiency in diverse forms of Latin dance. The course meets for a total of 21 hours over the course of the semester. There is an additional cost of US $50 per student to cover expenses. There is no academic credit for this course, but it fulfills the physical fitness Lifetime Activity graduation requirement. Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, El Salvador, and Nicaragua)—Fall or Spring This multi-country program, defined by an experiential methodology and unique approach to community engagement, offers students a provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in El Salvador, and the final six weeks in Nicaragua. All students will take the following four courses: One Spanish course, REL 366, HIS/WST 355, and POL 310. SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Guatemalan instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 311 Conversation and Composition Aims to enrich vocabulary and improve fluency and facility thorough oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Taught by Guatemalan instructors. (Prereq.: SPA 212 or equivalent or placement exam.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico, Central America, and Cuba, and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam.) SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Taught by Guatemalan instructors. (No prerequisite for SPA 111. Placement level determined by placement test or completion of prerequisite for SPA 112.) SPA 356 Latin American Literature: 20th-Century Voices Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Taught by Guatemalan instructors. (Prereq.: SPA 311 or equivalent.) SPA 411 Advanced Conversation and Composition Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Taught by Guatemalan instructors. (Prereq.: SPA 311 or equivalent and ENL 111 or 112 or HON 111.) HIS/WST 355 Cultural Conflict and Change in Latin America An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the Conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. POL 310 Citizen Participation in Policy Formulation within a Globalized Economy—A Nicaraguan Case Study This course exposes students to key debates shaping the contemporary political economy of development in Nicaragua and the rest of Central America. The course aims to help students understand the interplay between global processes and political and economic factors that define development policy formulation and implementation at the national level today. REL 366 Latin American Liberation Theologies An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid in South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under- and unequal development; and the long-term project of decolonizing the mind. INS 312 The Development Process—Southern Africa This course provides the opportunity to reflect critically on issues of development, hunger, injustice, and human rights, with special emphasis given to the experience of women. The course examines basic theories of development. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. POL 353 Political and Social Change in Namibia: A Comparative Perspective This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. HIS 327 Racism and Resistance in Southern Africa and the United States: Struggles against Colonialism, Apartheid, and Segregation This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. HPE 002/003 Lifetime Activity: Yoga (.0 course) Designed to meet the general education graduation requirement for lifetime fitness. This course has no credit, but will appear on the transcript. It fulfills a Lifetime Activity graduation requirement at Augsburg College. HIS/INS/POL 399 Internship A limited number of internships will be available to provide students with the opportunity to gain hands-on work experience in a development agency. HIS/INS/POL 499 Independent Study Students may design a proposal to conduct an independent study of a topic related to their major or minor. History, Culture and Politics of Cuba—Fall or Spring Learn about decision making processes and citizenship rights by exploring the impact of paternalism, centralism, bureaucracy, autonomy, the role of mass organizations, collective rights, and the meaning of community. Students will also explore social justice as it relates to wealth production, including discussion of market mechanisms, socialization, and material versus moral incentives. The program will also delve into race, class, gender, and sexual orientation in the Cuban context and students will be challenged to examine issues of equity, the impact of a classless society, and the historical context of today's social relations. SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Taught by Cuban instructors. (Placement level determined by placement test or completion of prerequisites: 112 for 211 and 211 for 212.) SPA 316 Conversation in Cultural Context Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. This course is only offered in Mexico, Central America, and Cuba, and is taught by local instructors. (Prereq.: SPA 212 or equivalent or score at minimum of 311 level on placement exam) HIS 440 Topics in World History: History of Cuba Overview of Cuban history, including colonization, independence struggles, the 1959 revolution, the social impacts of the revolution, and the special period, with particular emphasis on US-Cuba relations as they developed through the centuries. Students will be able to situate an analysis of contemporary Cuba within a historical context. POL 461 Topics in International Politics: Cuban Politics Analysis of the Cuban State—how it is organized, how it functions, and the role of the Cuban Communist Party. The course includes a historic evaluation of USCuba relations and Cuba’s international relations, as well as discussion of the role of Cuban society in politics and decision making. SOC 295 Special Topics: Cuba Today Investigation of Cuban society today, including race and gender dynamics, youth, the arts, nongovernmental organizations, and state-organized federations. Students develop a complex analysis of the various institutions, identities, and relationships that form Cuban society, situating their analysis in a rich web of government institutions, state-organized federations, cultures, beliefs, and practices. HECUA Programs Scandinavian Urban Studies Term: Norway (SUST)—Fall or spring In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twenty-five percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by analyzing the development of the Norwegian welfare state through a wide range of topics such as globalization theories, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students study Norwegian language or do an independent research project, and also intern with a leading NGO. INS 372 Norwegian Language INS 377 Challenges of Globalization to the Scandinavian Welfare State INS 393 Scandinavian Art, Film, and Literature INS 394 Urbanization and Immigration INS 499 Independent Study (Students may choose either INS 372 or 499) Community Internships in Latin America: Ecuador (CILA)—Fall or Spring The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a homestay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 Community Participation and Social Change INS 399 Internship (two course credits) INS 499 Independent Study Democracy and Social Change: Northern Ireland—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 Northern Ireland: Building a Sustainable Democracy INS 317 Politics of Conflict and Transformation INS 399 Internship (two course credits) Divided States of Europe: Globalization and Inequalities in the New Europe—Spring Ten former communist nation-states have recently joined the European Union. From three different locations—Norway, Romania, and Hungary—students examine the complex dynamics of European integration via issues such as labor migration, minority politics, right-wing populism, prostitution, and human trafficking. Together, Hungary and Romania encompass some of Europe’s most pressing social justice issues and constitute its primary geographic and cultural bridge between East and West. INS 371 Disjuncture and Difference in Europe INS 376 Challenges and Opportunities of European Integration INS 399 Internship INS 499 Independent Study Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish, as well as an interdisciplinary major in cross-cultural studies. Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the five-college Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Frankie Shackelford (Chair), Maria Ceplecha, Brian Duren, Anita Fisher, Michael Kidd, Diane Mikkelson, Peter Morales, Pary Pezechkian-Weinberg, Kate Reinhardt, Joseph Towle, Dann Trainer, John van Cleve Degree and Major Requirements Major The language major consists of 10 courses above 211 (Norwegian only: 211 and above), including two courses in culture, two courses in language, two courses in literature, KEY 480, and three electives (from any of the three areas above). At least seven of these courses must be taught in the target language of the major and at least four of them must be taken on the Augsburg campus. The cross-cultural studies major consists of three core courses, a language requirement, a study-abroad requirement and three electives: Core: LCS 100, LCS 399, and KEY 480. Language requirement: Minor in French, German, Norwegian or Spanish or completion of the 212 level in two different languages (in Norwegian only: 211). Study-abroad requirement: one semester on an approved study abroad program or two travel seminars (consult Augsburg Abroad for offerings). Required electives: Three upper division courses in related areas. Courses must be chosen in consultation with the student’s academic adviser and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, MAT 145 or 146, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor The language minor consists of four courses above 211 (Norwegian only: 211 and above), including one in language and one in literature or culture approved by the department. All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. There is no minor in cross-cultural studies. Other Requirements Departmental Honors Majors seeking graduation with departmental honors must apply in the junior year. Requirements: 3.50 GPA in the major, 3.50 GPA overall, and honors thesis. Prerequisite A prerequiste must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad is required for language majors and some study abroad is strongly recommended for minors. See adviser for guidelines on portfolio documentation of coursework taken abroad. Majors in cross-cultural studies must complete a semester abroad or two short-term international study experiences approved by the department. An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged. Teaching Licensure Augsburg College no longer offers a licensure program in modern languages. Languages and Cross-Cultural Studies Courses LCS 100 Introduction to Cultural Studies This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our “position” in the world affects the way we view, interpret, and interact with other cultures. LCS 295/495 Topics in Cross-Cultural Studies LSC 399 Internship in Cross-Cultural Studies KEY 480 Topics in Global Interdependence This cross-cultural keystone seminar prepares students to “act globally” by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English, with readings in a language other than English. Open to international students and to upper division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). American Sign Language (ASL) ASL 101, 102 Beginning American Sign Language I, II An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. (Fall: 101; spring: 102, Prereq.: 101) Farsi (FAR) FAR 111/112 Beginning Farsi I, II An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. (Alternating years) French (FRE) FRE 111, 112 Beginning French I, II Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. (Fall: 111; spring 112, Prereq.: 111. WEC—additional sessions required) FRE 211, 212 Intermediate French I, II Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall: 211; spring: 212, Prereq.: 211) FRE 295 Topics in Literature, Culture, or Linguistics FRE 311 Conversation and Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. (Fall. Prereq.: FRE 212) FRE 331 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audiovisual materials. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 332 French Civilization Today Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audiovisual materials, and periodicals. In French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 351, 353 Survey of French Literature I, II The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: FRE 311 or consent of instructor. Spring: on rotational basis) FRE 411 Advanced Conversation and Composition By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. (Prereq.: FRE 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) FRE 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses FRE 199 Internship FRE 299 Directed Study FRE 399 Internship FRE 499 Independent Study/Research German (GER) GER 111, 112 Beginning German I, II Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required) GER 211, 212 Intermediate German I, II Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (Fall: 211; spring: 212, Prereq.: 211) GER 295 Topics in Literature, Culture, or Linguistics GER 311 Conversation and Composition Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. (Prereq.: GER 212. Fall) GER 331 German Civilization and Culture I Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 BC) to the Thirty Years War (1648). In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 332 German Civilization and Culture II Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. (Prereq.: GER 311 or consent of instructor. Spring: on rotational basis) GER 351 Survey of Literature: German Literature from Chivalry to Romanticism The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. GER 354 Survey of Literature: German Literature in the 19th and 20th Centuries The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. (Prereq.: GER 311) GER 411 Advanced Conversation and Composition Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. (Prereq.: GER 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) GER 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses GER 199 Internship GER 299 Directed Study GER 399 Internship GER 499 Independent Study/Research Norwegian (NOR) NOR 111, 112 Beginning Norwegian I, II Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. (Fall: 111; spring: 112, Prereq.: 111. WEC—additional sessions required.) NOR 211 Intermediate Norwegian I Continued acquisition and refinement of communication skills (speaking, listening, reading, and writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. (Prereq.: NOR 112 or equivalent. Fall) NOR 295 Topics in Literature, Culture, or Linguistics NOR 311 Conversation and Composition Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. (Prereq.: NOR 211 or equivalent. Spring) NOR 331 Norwegian Civilization and Culture A two-tiered approach allows students to understand contemporary cultural developments, such as Norway’s changing role in the global community, within a broader historical context. Readings in history are supplemented by lectures, newspaper articles, and video materials. In Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 353 Survey of Norwegian Literature Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor.) NOR 411 Advanced Conversation and Composition Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peer-tutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. (Prereq.: NOR 311 or consent of instructor and ENL 111 or 112 or HON 111. Spring) NOR 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses NOR 199 Internship NOR 299 Directed Study NOR 399 Internship NOR 499 Independent Study/Research Ojibwe (OJB) Two courses in Ojibwe (Chippewa) are offered at Augsburg, both as part of the Languages and Cross-Cultural Studies Department and as part of the American Indian Studies major. OJB 111, 112 Beginning Ojibwe I, II An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. (Fall: 111; spring: 112, prereq.: 111) Spanish (SPA) Courses in addition to those below are offered through various programs listed under International Programs. SPA 111, 112 Beginning Spanish I, II Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. (Fall: 111 and 112; spring: 112, Prereq.: 111. WEC—additional sessions required.) SPA 211, 212 Intermediate Spanish I, II Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. (Fall: 211; spring: 212, Prereq.: 211) SPA 248 Spanish and Latin American Culture through Film An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. (On demand) SPA 295 Topics in Literature, Culture, or Linguistics SPA 311 Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. This course is a prerequisite for all upper division courses. (Prereq.: SPA 212 or equivalent. Fall) SPA 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. (Prereq.: SPA 311 or consent of instructor. Spring) SPA 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: SPA 311 or consent of instructor) SPA 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the PreColumbian civilizations to the present. In Spanish. (Prereq.: SPA 311 or consent of instructor. Spring: on rotational basis) SPA 352, 353 Survey of Spanish Literature I, II A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Fall: on rotational basis) SPA 354 Representative Hispanic Authors An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. (Prereq.: SPA 311 or consent of instructor. Note: Students who have taken SPA 356 taught in Mexico may not take 354. Spring: on rotational basis) SPA 411 Advanced Conversation and Composition Emphasis on increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. (Prereq.: SPA 311 or consent of instructor and ENL 111 or 112 or HON 111. Fall) SPA 495 Topics in Literature, Culture, or Linguistics Internships and Independent Study Courses SPA 199 Internship SPA 299 Directed Study SPA 399 Internship SPA 499 Independent Study/Research Mathematics—MAT Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in mathematics. Students may choose coursework supporting the study of mathematics as a liberal art (through the BA degree) or choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics, statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science, computing, business, or economics. Augsburg’s urban location allows students to gain experience working with mathematics through internships, service learning, and the colloquium course. Mathematics Faculty Jody Sorensen(Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew Haines, Kenneth Kaminsky, John Zobitz Degree and Major Requirements Bachelor of Arts—Mathematics Major Nine courses including: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures A “theoretical structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Also required: MAT 491 Mathematics Colloquium during junior and senior years. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT adviser about potential additional skills courses needed. Bachelor of Science—Mathematics Major Twelve courses including: MAT 145 Calculus I MAT 146 Calculus II MAT 245 Calculus III MAT 246 Linear Algebra MAT 271 Discrete Mathematical Structures Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, BUS 379, CHM 353, CHM 361, CHM 364, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 248, BUS 379, PSY 215, SOC 362 may count). These seven electives must include a(n): • “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. • “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department. • “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, BUS 379, PSY 215, SOC 362, or other courses approved by the department. At least five of the seven electives must be chosen from a focus area approved by the department. Sample focus areas: • Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373 • Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, BUS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of BUS 379, MAT 163 and MAT 248 may count). • Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT 363, MAT 377. • Physical Sciences: Two of PHY 121, PHY 122, CHM 353, CHM 361, CHM 364; two of MAT 324, MAT 327, MAT 355, MAT 369; a fifth course from this list. • Statistics: One of MAT 248, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department. • Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324 • Theoretical mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics. Also required: MAT 491 Mathematics Colloquium during junior and senior years. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond the course is expected. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT adviser about potential additional skills courses needed. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the BS major, but the electives must include ESE 330 5-12 Methods: Mathematics; MAT 252; Exploring Geometry; MAT 287 History of Mathematics; MAT 314 Abstract Algebra; MAT 324 Analysis; one of MAT 163 Introductory Statistics, MAT 248 Biostatistics or MAT 373 Probability and Statistics I; and an “Applied Project” course. At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are MPG 4 or MAT 114 Precalculus; MAT 145 Calculus I; one of MAT 163 Introductory Statistics, MAT 248 Biostatistics or MAT 373 Probability and Statistics I; MAT 252 Exploring Geometry; MAT 271 Discrete Mathematical Structures; and MAT 287 History of Mathematics. ESE 331 Middle School Methods in Mathematics is also required. Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a mathematics department adviser before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics To be considered for departmental honors, a student must be involved with mathematics beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 200, have an overall GPA of at least 3.00, complete a project with significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics Department. The project may build upon a course-based project, but significant work beyond the course is expected. The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements are available from the department. Pi Mu Epsilon Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered, students must have a declared mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Mathematics Minor Five courses including: MAT 145 Calculus I MAT 146 Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Alternatively students may complete a minor by taking the six courses: MAT 145, MAT 146, MAT 163 or MAT 248, MAT 252, MAT 271, and MAT 287. Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. Other Requirements Math Placement Group (MPG) Before enrolling in any mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the registrar’s office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a mathematics course. Mathematics Courses MAT 103 Everyday Math Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG 2. MAT 103 does not count as a credit toward graduation. (Prereq.: MPG 1) MAT 105 Applied Algebra Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG 3. Students preparing for MAT 114 should consult the department. (Prereq.: MPG 2 and a year of high school algebra) MAT 114 Precalculus Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG 4. (Prereq.: MPG 3) MAT 129 Practical Applications of Mathematics An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. Note: Students who have successfully completed MAT 138, MAT 163, MAT 248, BUS 379, PSY 215, or SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3) MAT 137-8 Mathematics for Elementary Teachers I and II Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. (Prereq.: MPG 3) MAT 140 Calculus Workshop (.25 course) An elective workshop for students concurrently enrolled in Calculus I or Calculus II. Calculus related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. MAT 140 does not satisfy NSM-LAF requirement. P/N grading only. (Coreq.: MAT 145 or MAT 146 and consent of instructor). MAT 145-6 Calculus I & II Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. (Prereq.: MPG 4 for MAT 145; MAT 145 for MAT 146) MAT 163 Introductory Statistics Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Note: Students who have successfully completed BUS 379, MAT 248, PSY 215, or SOC 362 may not register for credit without consent of instructor. (Prereq.: MPG 3) MAT 171 Discrete Mathematics for Computing Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Students who have completed MAT 271 may not register for credit. (Prereq.: MPG 3. Also recommended: CSC 160) MAT 173 Mathematics of Finance Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. (Prereq.: MPG 3) MAT 201 Communicating Mathematics (.5 course) An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This half-credit course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. (Prereq.: MAT 146) MAT 245 Calculus III Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. (Prereq.: MAT 146) MAT 246 Linear Algebra Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. (Prereq.: MAT 245 or MAT 271) MAT 248 Biostatistics Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include graphing techniques, correlation and regression, experimental design, combinatorics, probability, point and interval estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods. Credit may not be received for both MAT 163 and MAT 248. (Prereq.: MAT 145 or both MPG 4 and BIO 151) MAT 252 Exploring Geometry Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. (Prereq.: MAT 145) MAT 271 Discrete Mathematical Structures Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. (Prereq.: MAT 146 or MAT 145 and one of MAT 163, MAT 248, MAT 252, or MAT 287; and pass CT assessment or GST 100.) MAT 287 History of Mathematics Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. (Prereq.: MAT 145) MAT 304 Graph Theory Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. (Prereq,: MAT 271, ENL 111 or 112 or HON 111, and a speaking course. Also recommended MAT 246.) MAT 314 Abstract Algebra Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. (Prereq.: MAT 246, MAT 271, ENL 111 or 112 or HON 111, and a speaking course) MAT 324 Analysis Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. (Prereq.: MAT 146, MAT 271, ENL 111 or 112 or HON 111, and a speaking course. Also recommended: additional MAT course numbered 200 or higher) MAT 327 Special Functions of Mathematical Physics (See PHY 327) MAT 355 Numerical Mathematics and Computation Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Includes an applied project. (Prereq.: MAT 146, CSC 160, ENL 111 or 112 or HON 111, and a speaking course) MAT 363 Dynamical Systems Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. (Prereq.: MAT 146 and MAT 246, MAT 269, or MAT 271) MAT 369 Modeling and Differential Equations in the Biological and Natural Sciences Concepts of differential equations including quantitative and qualitative methods of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Includes an applied project. (Prereq.: MAT 245, ENL 111 or 112 or HON 111, and a speaking course) MAT 373-4 Probability and Statistics I & II Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. 374 includes an applied project. (Prereq.: MAT 245 for MAT 373. Also recommended MAT 271. MAT 373, ENL 111 or 112 or HON 111, and a speaking course for MAT 374) MAT 377 Operations Research Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Includes an applied project. (Prereq.: MAT 246, ENL 111 or 112 or HON 111, and a speaking course) MAT 395/495 Topics/Advanced Topics in Mathematics Study of an advanced topic such as actuarial mathematics, combinatrics, complex analysis, mathematical biology, topology, or foundations of mathematics. (Prereq.: at least two MAT courses numbered above 200 and consent of instructor. For 495, an additional upper division MAT course depending on the particular topic may also be required) MAT 491 Mathematics Colloquium Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Internship and Independent Study Courses MAT 199/399 Internship Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. (Prerequisite for upper division: at least one upper division MAT course, junior or senior standing) MAT 499 Independent Study/Research Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. (Prereq.: at least one upper division MAT course, junior or senior standing, and consent of instructor.) Medical Laboratory Science—MLS Medical laboratory scientists perform complex biological, microbiological, and chemical tests on patient samples. They also use, maintain, and troubleshoot sophisticated laboratory equipment in the performance of diagnostic tests. The medical laboratory scientist analyzes these test results and discusses them with the medical staff. He/she also possesses the skills required for molecular diagnostic tests based on DNA and RNA technologies. In addition, the medical laboratory scientist will find opportunities in test development, experimental design, administration, and education. The curriculum requires a minimum of six semesters on campus to complete the prerequisite curriculum. Students spend an additional 12 months of clinical education in a hospital-sponsored, accredited program during their senior year. A Bachelor of Science degree is awarded at the satisfactory completion of all required coursework. Admission to the medical laboratory science major is on a competitive basis. Students apply for admission to the medical laboratory science program early in the fall semester of the academic year just prior to the beginning of their professional studies, typically in the junior year. Formal acceptance into the hospital-sponsored program is based on the submission of an application for admission to the major, personal recommendations, review of academic performance, and interview with the Program Admission Committee. A minimum grade point average of 2.75 overall as well as in science and mathematics courses is strongly recommended. Acceptance into the hospital program is not guaranteed by the College. The hospital program affiliated with Augsburg is Fairview Health Services. The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 5600 North River Road, Suite 720, Rosemont, IL 60018-5156; 773-714-8880. During the clinical component in an accredited hospital program, students will register for 12.25 credits. The clinical phase routinely begins in June with anticipated graduation the following spring. Graduates of the program are eligible to sit for certification examinations offered by national certification agencies. Hospital affiliates of Augsburg College: Fairview Health Services Fairview Lakes Medical Center Fairview Northland Regional Medical Center Fairview Red Wing Medical Center Fairview-Ridges Hospital Fairview-Southdale Hospital UMMC, Fairview-Riverside (West Bank) UMMC, Fairview-University (East Bank) Generalized four-year academic plan for medical laboratory science (MLS) majors To complete the program in four years, students must: • achieve Math Placement Group 3 or 4 • qualify for ENL 111 • score above 45 on the Critical Thinking exam • not require ENL 217/218 • meet graduation skills requirements within the major and supporting courses • satisfy the Engaging Minneapolis requirement with BIO 151/152 Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 111 or COM 115. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science in Medical Laboratory Science–MLS Required Courses BIO 151 Introductory Biology BIO 152 Evolution, Ecology, and Diversity BIO 253 Introductory Cellular Biology BIO 355 Genetics BIO 369 Biochemistry BIO 473 Animal Physiology BIO 476 Microbiology BIO 486 Immunology MLS 400 Introduction to MLS MLS 405 Body Fluids MLS 410 Clinical Hematology/Hemostasis MLS 415 Clinical Immunology MLS 420 Immunohematology MLS 425 Clinical Chemistry MLS 430 Clinical Microbiology MLS 433 Virology/Mycology/Parasitology MLS 435 Molecular Diagnostics MLS 440 Laboratory Management and Education MLS 445 Research Design and Methods MLS 450 Applied Clinical Chemistry MLS 455 Applied Hematology/Hemostasis MLS 465 Applied Immunohematology MLS 470 Applied Clinical Microbiology MLS 475 Advanced Applications in MLS MLS 480 Advanced Topics in MLS MLS 485 Advanced Studies in MLS Clinical Rotations BIO 490 Biology Keystone or SCI 490 Integrated Keystone Required Supporting Courses for Bachelor of Science CHM 105/106 Principles of Chemistry or CHM 115/116 General Chemistry CHM 351/352 Organic Chemistry MAT 163 Introductory Statistics or MAT 164 Biostatistics or MAT 248 Biostatistics COM 115 Scientific and Technical Public Speaking or COM 111 Public Speaking To enroll in courses that require BIO 253 as a prerequisite, students must earn an average grade of 2.0 in BIO 151, 152, and 253. A grade of 2.0 or above is required for all supporting courses, upper division biology courses, and MLS courses applied to the major. Courses required for the major must be traditionally graded. Students must meet all College graduation requirements including general education, grade point, College residency, and total credits. Medical Laboratory Science Courses MLS 400 Introduction to Medical Laboratory Science Course is designed to provide the MLS student with the basic laboratory skills required for the laboratory component of the curriculum. This course will also provide teamwork, leadership, and interpersonal skills needed by health care professionals. Current issues in MLS will also be covered including ethics, government regulations, and concepts of total testing process. (Prereq.: CHM 353; BIO 355 and 476; and admission to the MLS program) MLS 405 Body Fluids Covers concepts related to the formation, distribution, and function of body fluids and their chemical, physical, and cellular composition in health and disease. Laboratory focus is on performance, interpretation, and correlation of results. (Prereq.: CHM 352; BIO 355 and 473; and admission to the MLS program) MLS 410 Clinical Hematology/Hemostasis Course is designed to provide the MLS student with the basic knowledge of hematology/hemostasis. Cellular components of the blood in normal and diseased states, hemostasis principles, laboratory testing, interpretation, and the correlation of results will be covered. Laboratory component will focus on specimen preparation red cell, white cell, and platelet identification and enumeration, both microscopically and electronically. (Prereq.: CHM 352; BIO 355, 476, and 486; and admission to the MLS program) MLS 415 Clinical Immunology Course in the application of immunologic and serologic techniques used for the specific diagnosis of immunodeficiency diseases, malignancies of the immune system, autoimmune disorders, hypersensitivity states, and infection by specific microbial pathogens. Laboratory sessions offer exercises in methods for detection of antigens and antibodies in patient specimens. (Prereq.: CHM 352; BIO 476 and 486; and admission to the MLS program) MLS 420 Immunohematology Course covers aspects of the Blood Group Systems, antibody screening, compatibility testing, blood donor service, selection of donors, blood drawing, storage, preservation, components, records, and regulations for blood banks. The laboratory section includes performance of blood bank procedures, donor processing, compatibility testing, antibody screening, and identification. (Prereq.: BIO 355, 369, and 486; and admission to the MLS program) MLS 425 Clinical Chemistry The focus of the course is on the physiology of body analytes and the organ systems, with an emphasis on the corresponding clinical laboratory procedures and human disease states. Discussion will include the clinical correlations of the analytical procedures data with the diseases. The laboratory section covers skills necessary to the performance of clinical chemistry test procedures. (Prereq.: CHM 352; BIO 369 and 476; and admission to the MLS program) MLS 430 Clinical Microbiology Course includes the study of bacteria, rickettsiae, chlamydia, and mycoplasma as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. In the laboratory component, students will process specimens from various body locations. Emphasis will be placed on isolation with identification, selection of appropriate antibiotic therapy, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 476 and Immunology; and admission to the MLS program) MLS 433 Virology, Mycology, and Parasitology Study of viruses, fungi, and parasites as they relate to diseases in humans. Topics include clinical signs and symptoms of the disease process, specimen collection and processing, modes of transmission, and methods of identification. Laboratory emphasis focuses on isolation and identification, quality assurance, and safety. (Prereq.: CHM 353; BIO 369, 479 and 486; and admission to the MLS program) MLS 435 Molecular Diagnostics A course on the composition, structure, function, and characteristics of DNA. Emphasis will be placed on clinical laboratory methods used to isolate, amplify, manipulate, and analyze DNA sequences in order to integrate theory and practice. (Prereq.: CHM 353; BIO 336, 473, 476 and 486; and admission to the MLS program) MLS 440 Laboratory Management and Education Course is designed to introduce the medical laboratory science student to the principles of laboratory administration. The seminar-format course will focus on human resource management, operations management, and educational methodologies appropriate for the supervisor and laboratory manager (Prereq.: admission to the MLS program) MLS 445 Research Design and Methods The course applies scientific method to clinical laboratory research problems, systematic applications of hypothesis formation and decision making through research design principles. Research proposal writing and the process of institutional review board approval and informed consent will also be covered. (Prereq.: MAT 163 and admission to the MLS program) MLS 450 Applied Clinical Chemistry Rotation with daily lecture which applies the principles of clinical chemistry in the clinical laboratory. The course is designed to utilize and build upon theoretical and applied knowledge acquired in the previous didactic courses (MLS 400, 425) and apply it to the performance of analytical procedures and management of the clinical chemistry laboratory. (Prereq.: admission to the MLS program and MLS 400 and 425) MLS 455 Applied Clinical Hematology/Hemostasis A six-week rotation with mini-lectures, extends the learning to the clinical hematology, hemostasis, and hematopathology laboratories. Students will gain experience processing and analyzing patient’s specimens with a wide variety of complex procedures and instruments. Students will also expand their identification and diagnostic skills on microscopic analysis of hematology and body fluid specimens. The rotation also includes the fundamentals of flow cytometry techniques and molecular diagnostics (genetics) with interpretation of results. (Prereq.: admission to the MLS program and MLS 400, 405, and 410) MLS 465 Applied Immunohematology A six-week rotation with mini-lectures, extends the concepts and skills learned in MLS 420 Immunohematology, to the blood bank setting for the performance of antibody identification techniques, hemolytic disease problems, quality assurance management, solving of patients’ blood compatibility problems, and cell therapy. The rotation also includes the fundamentals of HLA testing with interpretation of results. (Prereq.: admission to the MLS program and MLS 420) MLS 470 Applied Clinical Microbiology Rotation with daily lecture which applies the principles of MLS 430. Student will process a variety of patient specimens in the microbiology laboratory and gain experience with a wide variety of state-of-the-art procedures and equipment for the isolation and identification of pathogenic bacteria, fungi protozoa, helminthes, and viruses. (Prereq.: admission to the MLS program and MLS 430 and 433) MLS 475 Advanced Applications in MLS Selected study in one aspect of the practice of clinical laboratory science, such as ancillary biology, cytogenetics, outreach clinics, or industry. Rotation and lecture included. (Prereq.: admission to the MLS program and enrollment in applied courses) MLS 480 Advanced Topics in MLS This course will cover, at an advanced level, the major areas of the clinical laboratory. Topics will also include information on new directions in laboratory testing with an emphasis placed on its impact on current laboratory practice and outcomes assessment. (Prereq.: admission to the MLS program and MLS 405, 410, 415, 420, 425, 430, 433, 435, and 440) MLS 485 Advanced Studies in MLS A capstone research project required for satisfactory completion of the MLS program. Student will complete a research project under the supervision of a mentor. Course culminates in a major paper and presentation. Area of emphasis will be in one of the specialty or subspecialty areas included in the clinical laboratory practice. (Prereq.: admission to the MLS program and senior standing) MLS 499 Independent Study in MLS Individual reading or research under the guidance of an MLS instructor. (Prereq.: admission to the MLS program; repeatable for maximum of one credit) Medieval Studies The objective of medieval studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in medieval studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in medieval studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in medieval studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in medieval studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Martha B. Johnson (Theater Arts), Michael Kidd (Languages and Cross-Cultural Studies), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion) Degree and Major Requirements Major Ten courses, including: Six core requirements: HUM 120 LAT 101 LAT 102 HIS 369 HIS 370 HUM 490 Medieval Connections Beginning Latin I Beginning Latin II Early and Middle Ages Late Middle Ages Keystone, Medieval Studies Project One of the following literature courses: ENL 330 ENL 332 ENL 360 ENL 361 SPA 352 Shakespeare Renaissance and Reformation The Medieval World The Classical Tradition Survey of Spanish Literature I One of the following religion or philosophy courses: HIS 378 Medieval Church PHI 242 Medieval and Renaissance Philosophy REL 361 Church in the First Four Centuries REL 362 Theology of the Reformers One of the following history of arts courses: ART 386 ART 387 MUS 231 THR 361 Medieval Art Renaissance and Baroque Art History and Literature of Music I Theater History and Criticism I Two electives from the following courses: HIS 374 HIS 440 POL 380 SPA 331 Medieval Crusades Monks and Heretics Western Political Thought Spanish Civilization and Culture Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). Other Requirements Language Requirement Students must take one year of college-level Latin as part of the major. In addition, students must take one year of a college-level, modern language in which medieval scholarship is published (e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the Modern Language Core Skills requirement. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the medieval smajor this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of adviser is required for all Augsburg Experiences related to medieval studies. Medieval Studies Courses HUM 120 Medieval Life in 12th-Century Europe (Medieval Connections) This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theater, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. (Humanities LAF, Spring) HUM 490 Keystone, Medieval Studies Project The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. This course fulfills the Keystone requirement. For other course descriptions, refer to the specific departments elsewhere in the catalog. Metro-Urban Studies—INS Metro-urban studies is the study of cities as social, political, economic, and cultural entities. Metro-urban studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, history, environmental studies, and architecture to understand metropolitan areas in terms of complex relationships that contribute to both opportunities and challenges. The major is designed to utilize the city as our classroom, demonstrating the interplay of theory, policy, and lived experience. Metro-urban studies coursework often includes walking tours, field trips and field research. Augsburg College’s Metro-Urban Studies Program emphasizes the theme of planning metro areas to be more environmentally sustainable that promote the health and civic engagement of citizens. The Metro-urban studies major helps prepare students for careers and graduate work in urban planning, public administration, environmental studies, government, community organizing, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of the keystone experience. Many students who major in metro-urban studies double-major in related disciplines such as environmental studies, political science or sociology. If you’re interested in double-majoring, please consult the director of Metro-Urban Studies about how to best plan your academic schedule to accommodate both majors. Metro-Urban Studies Faculty: The following faculty teach courses in the Metro-Urban Studies Program. Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Kevin Bowman (Economics), Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael Lansing (History), Garry Hesser (Sociology), and Joseph Underhill (Political Science). Degree and Major Requirements Major A total of 10 courses, including the following: (please see department descriptions for individual courses) ECO 113 Principles of Microeconomics POL 122 Metropolitan Complex SOC 111 Community and the Modern Metropolis HIS 316 U.S. Urban Environmental History or ART 249/349 The Designed Environment (art credit) HIS 249/349 The Designed Environment (history credit) SOC 362 Statistical Analysis or POL 483 Political/Statistics/Methodology SOC 363 Research Methods or POL 484 Political Analysis Seminar SOC 381 INS 399 The City and Metro-Urban Planning Internship Plus two additional approved urban-related electives. For electives, please see the following list, which is not exhaustive. Consult the director of Metro-Urban Studies for other elective possibilities that suit your career interests, including off-campus study such as ACTC courses, HECUA, or study abroad. ART243 ART244 ECO365 ENV100 HIS225 HIS335 POL241 POL325 SOC265 SOC295 SOC349 History of Architecture to 1750 History of Architecture after 1750 Environmental Economics Environmental Connections History of the Twin Cities (not regularly offered) American Urban History (not regularly offered) Environmental and River Politics Politics and Public Policy Race, Class and Gender Special Topics: Sustainable Cities (various locations, study abroad) Sociology of Organizations Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 364, and 365) or at the University of St. Thomas (Geography 221, 321, and 322). HECUA offcampus programs are highly recommended, especially the Metro-Urban Studies Term (MUST) Twin Cities program, described below. Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. SOC 381, taken in conjunction with INS 399, fulfills the Keystone requirement. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor POL 122, SOC 111, HIS 316/249/349, SOC 381 and one of the following: ECO113 or an approved metro-urban studies elective. Metro-Urban Studies Courses Internships and Independent Study Courses INS 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) in Departments and Programs. INS 299 Directed Study See description in Departments and Programs. (Prereq.: POL 122 or SOC 211) INS 399 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit). Internships place students with sponsoring organizations that provide supervised work experience for a minimum of 10 hours a week. Please note that students may also fulfill their internship requirement through HECUA, Sociology (SOC399) or Political Science (POL399). INS 498 Independent Study—Metropolitan Resources An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. (Prereq.: POL 122 or SOC 111 and consent of instructor) INS 499 Independent Study/Research (Prereq.: POL 484 or SOC 363) Urban Studies Options through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs. Through HECUA, Augsburg students have access to interdisciplinary field learning programs of exceptional quality located in Scandinavia, Latin America, Northern Ireland, and the Twin Cities. The following programs can be counted towards the metro-urban studies major and minor. Ask the director of Metro-Urban Studies for more detail. Also see International Programs listings. Metro-Urban Studies Term: Poverty, Inequality, and Social Change—Fall or Spring This semester-length program delves into the root causes of increasing levels of poverty and inequality in the United States. To understand these issues, the program focuses on the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. INS 358 Theories of Poverty, Inequality and Social Change (Reading Seminar) INS 359 Social Policy and Anti-Poverty Strategies in Theory and Practice (Field Seminar) INS 399 Internship (Two course credits) City Arts—Spring An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet Twin Cities artists, activists, private and public arts funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change. INS 330 Field Seminar: Arts Praxis INS 331 Creating Social Change: Art and Culture in Political, Social, and Historical Context INS 399 Internship (Two course credits) Environmental Sustainability: Science, Politics, and Public Policy—Fall Ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. Uses social, economic, and environmental sustainability to address themes like the links between rural and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience learning from community organizers, government planners and business leaders who are rising to the challenges of creating a more sustainable world. INS 346 Adaptive Ecosystem Management INS 345 Social Dimensions of Environmental Change INS 399 Field/Research Methods and Investigation INS 399 Internship and Integration Seminar INS 399 Internship and Integration Seminar (2 course credits) HECUA International Programs See HECUA in International Programs for study programs outside the United States. Music—MUS The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors and courses that meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Full-time Faculty Robert Stacke (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Peter Hendrickson, Roberta Kagin, Ned Kantar, Merilee Klemp, Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Garrick Comeaux, Marv Dahlgren, Bridget Doak, Susan Druck, Brad Eggen, Lynn Erickson, Janet Fried, Jennifer Gerth, Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Rena Kraut, Dale Kruse, Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O. Nicholas Raths, Shannon Sadler, Andrea Stern, Sonja Thompson, William Webb, Matthew Wilson, Yolanda Williams Fine Arts Coordinator Cathy Knutson Fine Arts Facilities Manager Karen Mulhausen Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a Board Certified Music Therapist. Music Minors Music Music Business Degree and Major Requirements Students intending to pursue a music major in any of the three music degree programs must declare their major, perform a sophomore/transfer music major jury/audition, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Because of the heavy curricular demands inherent in any single Music Department degree program, students are strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are required to petition the department for acceptance of their proposed degree plan prior to formally declaring their double majors. Music Core MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 201 Materials of Music III MUS 211 Aural Skills III MUS 202 Form and Analysis MUS 212 Aural Skills IV MUS 231 History and Literature of Music I MUS 232 History and Literature of Music II MUS 331 Music of the Baroque Era (0.5 credit) or MUS 332 Music of the Classical Period (0.5 credit) or MUS 333 Music of the Romantic Period (0.5 credit) or MUS 334 Music of the 20th Century (0.5 credit) MUP 1xx Performance Studies (.25 or .5 credit, according to degree requirement) Four semesters MUP3xx Performance Studies (.5 credit) Four semesters MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145: Chamber Music One to four semester(s) on the major instrument in accordance with degree requirement (0.0 credit) MUS 358 Junior Recital and/or MUS 458 or MUS 459 Senior Recital MUE 111 or 112 or 114 or 115 or 121 or 141: Large Augsburg Ensemble (0.0/.25 credit) Four to eight semesters in accordance with degree requirement Additional requirements (refer to the Music Department Student Handbook for detail): Piano Proficiency Test Sophomore/Transfer Music Major Jury and Music Department degree application Music Repertoire Tests Graduation Skills for Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Graduation Skills for Bachelor of Science in Music Therapy: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 363 QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372 Graduation Skills for Bachelor of Arts in Music with Music Business Concentration: Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Transfer Students and Graduation Skills: Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Arts Music Major Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue nonperformance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty adviser: Douglas Diamond Requirements Music core and: MUS 341 Basic Conducting MUS 458 Senior Recital Two music course electives MUP 1xx Performance Studies (.25 credit) Four semesters of half-hour lessons in major instrument/voice MUP 3xx Performance Studies (.5 credit) Four semesters of hour-lessons in the major instrument/voice MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 125 or 131 or 142or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Additional requirements: Pass piano proficiency test Complete sophomore/transfer music major jury and Music Department degree application Pass three music repertoire tests Music Business Major The music business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The music business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute for any required Augsburg course specifically listed within a degree program. This program is open to sophomores through seniors. There is no additional fee for this program. Faculty adviser: Ned Kantar BA in Music with Music Business Concentration Requirements: Music core and: ECO 113 MIS 260 ACC 221 BUS 242 or BUS 254 or BUS 200 MUS 105 MUS/BUS 245 Principles of Microeconomics Problem Solving Introduction to Financial Accounting Principles of Management Entrepreneurship Exploring Business as Vocation Music Business Arts Management MUS/BUS 39 Internship MUS/BUS Elective (Augsburg or MSCM course, 1.0 Augsburg credit) MUS 458 Senior Recital MUP 1xxPerformance Studies (.25 credit) Four semesters of half-hour lessons on major instrument/voice MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit) Eight semesters in a major Augsburg ensemble on the major instrument/voice MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Additional requirements: Pass piano proficiency test Complete sophomore/transfer music major jury and Music Department degree application Pass three music repertoire tests BA in Business Administration with Specialization in Music Business Requirements: ECO 112 Principles of Macroeconomics ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Introduction to Financial Accounting ACC 222 Introduction to Managerial Accounting BUS 242 Principles of Management or BUS 254 Entrepreneurship or BUS 200 Exploring Business as Vocation MKT 252 Principles of Marketing FIN 331 Financial Management MUS/BUS 105 Music Business MUS/BUS 245 Arts Management MUS/BUS 399 Internship MUS/BUS Elective (Augsburg or MSCM course, 1.0 Augsburg credit) 3 MUS credits—OR—two MUS credits and one MUE/MUP credit, selected from: MUS 101 Materials of Music I MUS 111 Aural Skills I MUS 102 Materials of Music II MUS 112 Aural Skills II MUS 130 Intro to Music and the Fine Arts MUS 220 Worlds of Music MUS 241 History of Jazz (Other MUS courses as approved by adviser) Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Music Minor Requirements: 7-8 credits MUS 101, 102 Materials of Music I, II MUS 111, 112 Aural Skills I, II MUS 341 Basic Conducting either MUS 231 History and Literature of Music I or MUS 232 History and Literature of Music II One additional course (.5 or above) in music history or conducting. Other courses may be approved by departmental petition. MUE 111 or 112 or 114 or 115 or 121 or 141 Four semesters in a large Augsburg ensemble MUP 1xx Performance Studies (.25 credit) Four semesters of performance studies in the major instrument/voice Additional requirements Pass one music repertoire test Submit a Music Department application for minor by spring semester, sophomore year Music Business Minor The music business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the music business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. Requirements: 8 credits MUS 105 The Music Business ECO 113 Principles of Microeconomics MIS 260 Problem Solving for Business ACC 221 Introduction to Financial Accounting MUS/BUS 399 Internship (approved for the music business minor) One of the following: MUS/BUS 245 Arts Management and Concert Promotion BUS 301 Business Law BUS 254 Entrepreneurship All of the above courses plus two additional music course credits beyond MUS 105 and MUS 245 (maximum of one credit in MUE and/or MUP courses) Bachelor of Music Music Education Major A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching), the music education major offers students the preparation necessary to become music teachers in public schools. This coursework and preparation includes certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music education major candidates must apply to the Minnesota Department of Education for acceptance to the music education licensure program which is granted only to students who successfully complete the requirements for the Bachelor of Music education major. All music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all music courses is necessary for the music education licensure program. Faculty adviser: Michael Buck Requirements Music core and: MUS 311 Composition I MUS 341 Basic Conducting (.5) MUS 358 Half Junior Recital MUS 459 Full Senior Recital HPE 115 Health and Chemical Dependency Education EDC 200 Orientation to Education EDC 210 Diversity in the Schools EDC 211 Minnesota American Indians EDC 220 Educational Technology EDC 310 Learning and Development ESE 300 Reading/Writing in Content Area ESE 325 Creative Learning Environments ESE 370 Music K-12 Methods EDC 410 Special Needs Learner EDC 480 School and Society EED 481c, 483c, ESE 485, 487 Student Teaching MUS 359 Music Methods: Choral/Vocal (.5) MUS 356 Music Methods: Brass/Percussion (.5) MUS 357 Music Methods: Woodwinds (.5) MUS 355 Music Methods: Strings (.5) Choose one of the following two areas of emphasis: either Vocal Emphasis: MUS 251-254 Diction (.25 credit each=1.0) MUS 342 Choral Conducting (.5 credit) MUS/THR 235 Skills of Music Theater (.5 credit) or Instrumental Emphasis: MUS 344 Instrumental Conducting (.5 credit) Music elective or approved course (1.0 credit) Performance Studies and Ensembles: Students should choose the following courses in accordance with their area of emphasis. MUP 1xx Performance Studies (.25credit) Two semesters of half-hour lessons in the major instrument/voice (first year) MUP 1xx Performance Studies (.5 credit) Two semesters of hour lessons in the major instrument/voice (second year) MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice (third and fourth year) A music education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25 credit) Eight semesters in a large Augsburg ensemble on the major instrument/voice . MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) Two semesters in a chamber music course on the major instrument/voice Additional requirements: Pass piano proficiency test Complete sophomore/transfer music major jury and Music Department degree application Pass three music repertoire tests Achieve a cumulative GPA of 2.50 in all music courses and in the major instrument/voice Bachelor of Music Music Performance Major This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview (see the Music Department Student Handbook). Faculty adviser: Jill Dawe Requirements Music Core and: MUP 1xx Performance Studies (.25credit) Two semesters of half-hour lessons in the major instrument/voice (first year) MUP 1xx Performance Studies (.5 credit) Two semesters of hour lessons in the major instrument/voice (second year) MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice (third and fourth year) MUE 113 or 122 or 125 or 131 or 142 or 144 or 145 (0.0 credit) At least four semesters chamber music playing on major instrument (see Handbook) MUS 358 Junior Recital (.0 credit) MUS 459 Senior Recital (.0 credit) MUE 111 or 112 or 114 or 115 or 121or 141 (0.0/.25 credit) Large Augsburg Ensembles: eight semesters OR for guitarists, harpists and pianists: four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with adviser. Additional coursework as follows: Voice Majors: MUS 251-254 Diction (0.25 credit each) MUS 435 Voice Repertoire (0.5 credit) MUS359 Music Methods: Voice/Choral MUS Elective (0.5 credit) Voice students are also strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 Opera Workshop. Keyboard Majors: MUS 436 Piano Repertoire MUS 456 Piano Pedagogy MUS Elective (0.5 credit) Instrumentalists: MUS356 Music Methods: Brass/Percussion (0.5 credit); or MUS 357 Music Methods: Woodwinds (0.5 credit); or MUS 355 Music Methods: Strings (0.5 credit) MUS Elective (1.0 credit) Additional requirements: Pass piano proficiency test Complete sophomore music performance audition; interview; & music department degree application Pass three music repertoire tests Bachelor of Science Music Therapy Major Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The B.S. in music therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. Faculty Adviser: Roberta Kagin Requirements Music core and: MUS 271 Introduction to Music Therapy MUS 274, 275 Music Therapy Practicums MUS 363 Expressive and Creative Arts in Healing MUS 372, 373 Psychological Foundation of Music I, II MUS 374, 375 Music Therapy Practicums MUS 480 Music Therapy Senior Seminar MUS 474, 475 Music Therapy Practicums MUS 481 Music Therapy Clinical Internship MUS 458 Senior Recital EDC 410 The Learner with Special Needs PSY 105 Principles of Psychology PSY 262 BIO 103 MUS 340 MUS 345 Abnormal Psychology Human Anatomy and Physiology Music Therapy Techniques and Materials I Music Therapy Techniques and Materials II One of the following two: SOC 362 PSY 215 Statistical Analysis Research Methods: Design Procedure, and Analysis I Performance Studies and Ensembles: MUP 1xx Performance Studies (.25 credit) Four semesters of half hour lessons in major instrument/voice MUP 3xx Performance Studies (.5 credit) Four semesters of hour lessons in the major instrument/voice MUE 111 or 112 or 114 or 115 or 121 or 141 (0.0/.25) Eight semesters in a large Augsburg ensemble on the major instrument/voice and residency at Augsburg MUE 113 or 122 or 125 or 131 or 142 or 143 or 144 or 145 (0.0 credit) Two semesters of chamber music/small ensemble courses on the major instrument/voice Additional requirements: Pass piano and guitar proficiency tests Complete sophomore/transfer music major jury and Music Department degree application Pass three music repertoire tests Achieve a minimum grade of 2.5 in all music therapy courses Music Therapy Equivalency/Certification Program The music therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of music therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. For acceptance to the degree program, equivalency/certification students must: • Complete sophomore/transfer music major jury and Music Department degree application • Complete the piano and guitar proficiency requirements during the first semester of residence Departmental Honors Senior music majors with a cumulative GPA of 3.5 or higher in music courses may apply for music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year. Examinations Piano Proficiency All Augsburg music majors are required to have basic piano skills that meet the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire tests, transfer students must pass two, and music minors must pass one. Music Courses Many music courses are offered alternate years. Consult the registrar’s website at www.augsburg.edu/enroll/registrar for up-to-date information or the Music Department for course offerings in each term. Theory and Musicianship MUS 101 Materials of Music I (.5 course) Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. To be taken concurrently with MUS 111. (Prereq.: Theory Placement Test) MUS 102 Materials of Music II (.5 course) Diatonic harmony, secondary dominants, and simple modulations. To be taken concurrently with MUS 112. (Prereq.: Passing MUS 101 with a minimal grade of 2.0) MUS 111 Aural Skills I (.5 course) Rhythmic and melodic dictation, interval and triad recognition, sight singing, and harmonic dictation to parallel progress in MUS 101. To be taken concurrently with MUS 101. MUS 112 Aural Skills II (.5 course) Development of listening and reading skills to parallel progress in MUS 102. To be taken concurrently with MUS 102. (Prereq.: MUS 111) MUS 160 Fundamentals of Music Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. MUS 201 Materials of Music III (.5 course) Continuation of MUS 102 with chromatic harmony and modulation. To be taken concurrently with MUS 211. (Prereq.: Passing MUS 101 and 102 with a minimal grade of 2.0) MUS 202 Form and Analysis (.5 course) Musical structures of common practice period and introduction to 20th-century practice. To be taken concurrently with MUS 212. (Prereq.: Passing MUS 201 and 211 with a minimal grade of 2.0 and pass CT assessment or GST 100.) MUS 211 Aural Skills III (.5 course) Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. To be taken concurrently with MUS 201. (Prereq.: MUS 112) MUS 212 Aural Skills IV (.5 course) Further development of listening skills to parallel progress in MUS 202. To be taken concurrently with MUS 202. (Prereq.: MUS 211 and pass CT assessment or GST 100.) MUS 311 Composition I (.5 course) Ranges and characteristics of voices and orchestral instruments, standard notation and score layout; related 20th-century literature. (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0 and pass CT assessment or GST 100.) MUS 312 Composition II (.5 course) Contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization. Related literature (Prereq.: Passing MUS 202 and 212 with a minimal grade of 2.0) History and Literature MUS 130 Introduction to Music and the Fine Arts E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. MUS 220 Worlds of Music A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. MUS 231 History and Literature of Music I An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. (Prereq.: MUS 101, 102, 201) MUS 232 History and Literature of Music II Continuation of MUS 231 from 1750 to the present. (Prereq.: MUS 101, 102, 201) MUS 241 History of Jazz This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. MUS 331 Music of the Baroque Era (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) MUS 332 Music of the Classical Period (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) MUS 333 Music of the Romantic Period (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) MUS 334 Music of the 20th Century (.5 course) (Prereq.: MUS 231, 232 and ENL 111 or 112 or HON 111) The MUS 331-334 sequence provides an opportunity to explore the music, cultural trends, and composers associated with each of the four main stylistic eras of the Western European classical tradition. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper required in each course. MUS 432 Church Music and Worship Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. MUS 435 Voice Repertoire (.5 course) A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. (Prereq.: MUS 251, 252, 253, 254, or permission from instructor) MUS 436 Piano Repertoire (.5 course) This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. The changing role of the piano as a cultural symbol is emphasized as the piano, and its music, is inextricably linked to important compositional and social trends in Western culture over the last 300 years. (Prereq.: MUS 231, 232) Music Therapy MUS 271 Introduction to Music Therapy (.5 course) Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. MUS 272 Human Identity through the Creative Arts A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. MUS 274, 275 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 340 Music Therapy Techniques and Materials I This course will introduce students to primary instruments used in MT sessions, e.g., guitar, keyboards and drums/percussion. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading. The class is open for firstyears, sophomores, and transfer students. MUS 345 Music Therapy Techniques and Materials II This experiential course includes an introduction to musical improvisation, making use of the skills acquired in Techniques and Materials I. These include the use of modes, various song forms, harmonic relationships, and rhythm-based exercises. The course will explore the student’s own personal relationship to music while introducing them to clinical improvisation methods. MUS 363 Expressive and Creative Arts in Healing An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. MUS 372 Psychological Foundations of Music I An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. MUS 373 Psychological Foundations of Music II Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. (Prereq.: ENL 111 or 112 or HON 111) MUS 374, 375 Music Therapy Practicums (.0 course) Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. MUS 474, 475 Music Therapy Practicums (.25 course each) Volunteer work under the supervision of a Board Certified Music Therapist, requiring more advanced clinical and musical skills, including improvisation. Two hours per week. (Prereq.: Three of MUS 274, 275, 374, 375, and pass piano, guitar, and vocal proficiency test) MUS 481 Music Therapy Clinical Internship (.0 course) Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. Sites in Minnesota are limited. (Prereq.: Completion of all other graduation requirements, including all proficiency exams and music repertoire tests) MUS 480 Music Therapy Senior Seminar Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. Music Business MUS 105 The Music Business An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other topics include the record industry, agents, and managers. Musical genres and historical periods are compared and analyzed. MUS 245 Arts Management and Concert Promotion The role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and nonprofit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. (Prereq.: MUS 105) Methods and Pedagogy MUS 355 Music Methods: Strings (.5 course) This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. MUS 356 Music Methods: Brass/Percussion (.5 course) This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. MUS 357 Music Methods: Woodwinds (.5 course) This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. MUS 359 Music Methods: Vocal (.5 course) This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. MUS 456 Piano Pedagogy (.5 course) This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement that pairs Augsburg teachers with piano students from the neighborhood. This course fulfills the LAF Augsburg Experience requirement. Applied Skills and Group Lessons MUS 135 Class Piano 1 (.25 course) This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Co-req. or prereq.: MUS 101 and MUS 111; placement test and/or permission of the instructor) MUS 136 Class Piano 2 (.25 course) This course is a continuation of MUS 155A: Class Piano 1 and MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: MUS 155 or MUS 135; or placement test and/or permission of the instructor) MUS 237 Class Piano 3 (.25 course) This course is a continuation of Class Piano 1 and 2 and is designed for students with piano training prior to Augsburg and/or students who have completed MUS 155, MUS 135 and MUS 136. Class Piano 3 will cover all the skills and requirements of the piano proficiency test and is designed to provide opportunities for students to apply their piano skills to practical ‘real life’ situations such as score reading; transposing; improvising; playing simple accompaniments; and learning repertoire in a variety of styles. (Prereq.: MUS 155; MUS 135; MUS 136; or placement test and/or permission of the instructor) MUS 238 Class Piano 4 (.25 course) This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: MUS 155; MUS 135; MUS 136: MUS 237; or placement test or permission of the instructor) MUS 152 Class Voice (.25 course) Fundamentals of tone production and singing. MUS 158 Class Guitar (.25 course) Beginning techniques of classic guitar. MUS 251-254 English Diction (251), Italian Diction (252), German Diction (253), French Diction (254) (each .25 course) This is an intensive introduction to basic singing pronunciation of English, Italian, German, and French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. MUS 341 Basic Conducting (.5 course) Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. (Prereq.: MUS 101, 111, 231) MUS 342 Choral Conducting (.5 course) Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. (Prereq.: Pass piano proficiency test and MUS 341) MUS 344 Instrumental Conducting (.5 course) Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. (Prereq.: Pass piano proficiency test and MUS 341) Performance Courses Performance Study These courses provide unique opportunities for Augsburg students to study on an individual basis with artist/teachers who are active performers in this region. Performance study is offered for woodwind, string, brass, percussion, keyboard instruments, electric bass, harp, and voice. Lessons are individualized to fit the requirements of Augsburg’s three music degrees and five majors, and are also available to qualified liberal arts students. MUP 1XX Performance Study (0; 0.25; 0.5 credits) These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for .25 credit (half-hour lesson); .5 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. MUP 3XX Performance Study (0.5 credit) These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) MUP 111/311 Voice MUP 116/316 Electric bass MUP 121/321 Violin MUP 122/322 Viola MUP 123/323 Cello MUP 124/324 Bass MUP 131/331 Oboe MUP 132/332 Bassoon MUP 133/333 Clarinet MUP 134/334 Saxophone MUP 135/335 Flute MUP 137/337 Horn MUP 141/341 Trumpet MUP 142/342 Trombone MUP 143/343 Baritone MUP 144/344 Tuba MUP 152/352 Piano MUP 161/361 Guitar MUP 171/371 Percussion MUP 181/381 Organ MUP 191/391 Harp MUP 192/392 Improvisation MUP 193/393 Composition Chamber Music These performance-based courses introduce students to a wide range of music composed for small groups, usually one person per part. All chamber music courses fulfill the chamber music/small ensemble requirement for music majors, and are also open to nonmajors by permission of the instructor. MUE 113 MUE 122 MUE 125 MUE 131 MUE 142 MUE 144 MUE 145 Vocal Chamber Music (.0 course) String Chamber Music (.0 course) Guitar Chamber Music (.0 course) Woodwind Chamber Music (.0 course) Brass Chamber Music (.0 course) Percussion Chamber Music (.0 course) Piano Chamber Music (.0 course) Jazz MUE 129 Improvisation (.0 course) Basic improvisational skills within a jazz combo format. Open to instrumentalists and vocalists. MUE 143 Jazz Ensemble (0.0/.25 course) The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Vocal Performance MUS 235 Skills of Music Theater This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music-theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. MUE 294 Opera Workshop (1.0 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. MUE 494 Opera Workshop (.25 course) Experience the process of preparation, rehearsal, and performance of operatic repertoire. Recitals Music students must work closely with their studio teacher to plan all aspects of degree recitals including repertoire choice, confirmation of dates, dress rehearsals, selection of an accompanist, etc. In addition to registering for a recital (i.e., MUS 358/458/459) students must also complete an Application for Student Recital form to confirm scheduling, hall space, and publicity. The form is due in the music office no later than the Add/Drop deadline at the beginning of the semester of the recital. MUS 358 Junior Recital (.0 course) This course is required for Bachelor of Music degree candidates. To meet the requirement, music education majors must complete a half-hour program of level III repertoire; performance majors must perform a one-hour recital of level IV repertoire. At the discretion of the studio instructor, students may also be required to perform a recital preview prior to the public recital. MUS 458 Senior Recital (.0 course) This course is required for the Bachelor of Arts and Bachelor of Science degrees. To meet this requirement, students must perform a half-hour recital of level III repertoire from a variety of classical style periods. At the discretion of the studio instructor, students may also be required to perform a recital preview prior to the public recital. MUS 459 Senior Recital (.0 course) This course is required for the Bachelor of Music degree. To meet the requirement, music education majors must perform a one-hour recital of level IV repertoire; performance majors must perform one hour of level V repertoire. At the discretion of the studio instructor, students may also be required to perform a recital preview prior to the public recital. MUP 159 Piano Accompanying This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student Handbook) Large Ensembles Note: To fulfill the Liberal Arts Foundation requirement in Fine Arts, students must participate in a large ensemble for four semesters at the 0.25 credit option. A maximum of two credits for large ensemble participation may be used towards graduation requirements. Music majors may choose to take large ensembles for 0.0 or .25 credit, depending on course load/need. Transfer music majors must participate in a large ensemble for each semester of their residency at Augsburg. Auditions for membership in a large ensemble are scheduled during the first week each fall semester or by contacting the ensemble director. MUE 111 Augsburg Choir (0.0/.25 course) MUE 112 Riverside Singers of Augsburg (0.0/.25 course) MUE 114 Masterworks Chorale (0.0/.25 course) MUE 115 Cedar Singers (0.0/.25 course) MUE 121 Orchestra (0.0/.25 course) MUE 141 Concert Band (0.0/.25 course) Internships and Independent Study Courses MUS 199 Internship MUS 299 Directed Study MUS 399 Internship (MUS/BUS 245 is the prerequisite for MUS/BUS 399 Internship) MUS 498 Independent Study (.5 course) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. MUS 499 Independent Study/Research Open only to advanced students upon approval of the faculty. Natural Science Teaching Licensures The natural science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, required education courses, and, in the physical sciences, have at least one year of calculus. Consult with the Education Department for licensure requirements. Early consultation with the major area coordinator is essential to complete undergraduate major and licensure requirements on a timely basis. Coordinators Dale Pederson (Biology), Sandra Olmsted (Chemistry), Jeff Johnson (Physics) Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8) GEO XXX Introductory Geology (taken off campus) SCI 106 Introductory Meteorology BIO 121 Human Biology and Lab BIO 102 Biological World PHY 116 Introduction to Physics or PHY 121, 122 General Physics I, II CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Biology Major—BA in Life Sciences (for licensure in biology 9-12) Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: only four (rather than five) upper division biology courses are required. Upper division biology requirements must be traditionally graded. A GPA of 2.50 in upper division biology courses is required for all life sciences majors. Chemistry Major (for licensure in chemistry 9-12) Broad base requirements, plus undergraduate major in chemistry: CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 CHM 351 CHM 352 CHM 353 CHM 361 CHM 363 CHM 491 MAT 145, 146 General Chemistry I, II Organic Chemistry I Organic Chemistry II Quantitative Analytical Chemistry Physical Chemistry Physical Chemistry Laboratory Chemistry Seminar (four semesters) Calculus I, II Two courses from: CHM 364, 367, 464, 470, 481, 482 or BIO 367 One year of general physics—PHY 121, 122 Physics Major (for licensure in physics 9-12) Broad base requirements, plus undergraduate major in physics: PHY 121 General Physics PHY 122 General Physics PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory PHY 396 Comprehensive Laboratory Two additional physics courses above 122; PHY 261 recommended MAT 145, 146, 245 Calculus I, II, and III PHY 327 Special Functions of Mathematical Physics (Prereq.: MAT 245 or equiv.) CHM 105, 106 Principles of Chemistry I, II or CHM 115, 116 General Chemistry I, II Post-baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Nordic Area Studies—NAS Nordic area studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator Frankie Shackelford Major Eight courses, six of which must be upper division. Minor Four upper division courses. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major with approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian language course listings under the Department of Languages and Cross-Cultural Studies. Recommended supporting preparation: Study abroad through International Partners or SUST (See International Programs, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; and elective courses or a second major such as Norwegian, history, political science, urban studies, business administration, international relations, sociology, or social work. The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing one of the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Nordic Area Studies Courses Additional course offerings are available through the Scandinavian Urban Studies Term. (See International Programs) NAS 121 Fire and Ice: Introduction to Nordic Literature This course provides an introduction to Nordic culture via the medium of literature. Readings foreground issues of personal, ethnic, and national identity against the broad backdrop of Scandinavian history, social democratic values, and globalization. NAS 230 Contemporary Norden A broad survey of Nordic culture with special emphasis on conditions and developments in the 20th century. No knowledge of Scandinavian language required. NAS 351 The Modern Nordic Novel Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. (Spring: alternate years) NAS 352 The Modern Nordic Drama Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. (Spring: alternate years) ART 382 Scandinavian Arts (See Department of Art) Internships and Independent Study Courses NAS 199 Internship NAS 299 Directed Study NAS 399 Internship NAS 499 Independent Study/Research Nursing—NUR The Augsburg Department of Nursing is designed exclusively for registered nurses who want to advance their education and increase their career opportunities, and to address changing health needs in a variety of rapidly changing care settings. No longer do nurses practice only in hospitals. They are moving into communities, corporations, parishes, and schools, as well as into their own private practices. Wherever they work, nurses are making a difference in community health and well-being by providing comprehensive health care for diverse groups of persons across the life span. The BSN program at Augsburg equips nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, community assessment, leadership, and decision-making. Classes that combine short-term immersion models of study both at home and abroad are woven into the BSN curriculum, and students are invited to participate in these exciting endeavors as they are able. Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Marty Aleman, Katherine Baumgartner (Coordinator, BSN program in Minneapolis/St. Paul), Ruth Enestvedt, Joyce Miller, Sue Nash (Coordinator, BSN program in Rochester), Joyce Perkins, Pauline Abraham, Kathleen Clark (Coordinator, Augsburg Central Health Commons and the Dar Ul-Quba Health Commons at Cedar Riverside), Kaija Sivongsay, Ginny McCarthy, Lisa Van Getson Degree and Major Requirements Major Seven courses including: NUR 300 Trends and Issues in Nursing NUR 305 Communication NUR 306 Paradigms in Nursing NUR 403 Families and the Life Cycle NUR 410 Community Health Nursing I NUR 411 Community Health Nursing II NUR 490 Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.50 are required. Students also must complete Augsburg’s residence and general education requirements. The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the nursing major and are met by completing the major. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an adviser about potential adjustments to their course requirements to fulfill each of these graduation skills. The program has been planned so that courses in the nursing major can be completed over 15 months (full-time study, two courses per term) with a summer break; however, students may pursue their studies at a slower and more flexible pace. Courses in the nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg College from other colleges or universities. Students in nursing may take non-nursing courses in both day school and Weekend and Evening College. Students interested in pursuing the nursing major should consult with BSN admissions staff in the Office of Admissions for assistance applying. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 14 traditionally-graded credits at Augsburg and have no more than 2 elective pass/no pass graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will N grades). For further information, see the Latin Honors section in Academic Information. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg College, admission to the nursing major requires the following: • Completed application • Cumulative GPA of 2.5 or higher in the basic nursing program • Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the nursing major • Evidence of HIPAA training • Up-to-date immunization records • Federal criminal background check (details provided in application process) Special conditions: • Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a cumulative GPA of less than 2.50 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg. • Students may apply to Augsburg College prior to completion of their degree program provided all admission requirements are met prior to enrolling at Augsburg. Credit for Previous Nursing Courses Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted six (6) course credits (24 semester credit hours) in recognition of their previous lower division nursing coursework if the following standards are met: • Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. • Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services (WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Students who change their major and transfer out of the BS in Nursing completion program will lose the six-credit block grant and their transfer credit evaluation will be reassessed. The six-credit block grant will be applied toward a Bachelor of Science degree in nursing only. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a nursing degree. Courses at Augsburg are available evenings and weekends. Generally, nursing classes meet on alternate weekday evenings for four-hour time blocks. Clinical practicum requirements usually occur on weekdays. Optional immersion courses and practicums at home and abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the nursing major. Nursing majors can complete courses toward the bachelor’s degree at the Minneapolis campus and in Rochester, Minn. Nursing Courses NUR 300 Trends and Issues in Nursing A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. NUR 305 Communication Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. (Prereq.: NUR 300 or concurrent enrollment, ENL 111 or 112 or HON 111.) NUR 306 Paradigms in Nursing An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. (Prereq.: NUR 300 or concurrent enrollment.) NUR 403 Families and the Life Cycle Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. (Prereq.: NUR 305 and 306, or consent of instructor.) NUR 410 Community Health Nursing I Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. (Prereq.: Math Placement 3 or MAT 105, completion of NUR 300-level courses.) NUR 411 Community Health Nursing II * Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. (Prereq.: NUR 410 or concurrent enrollment) NUR 490 Leadership/Management The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. (Prereq.: Senior status and completion of 300-level nursing courses and REL 300.) NUR 495 Topics in Nursing (optional) Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. NUR 499 Independent Study/Research (optional) Note: If NUR 411 is not taken immediately following NUR 410 or concurrently with NUR 411, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. * This course involves an additional clinical tuition and 48 clinical practicum hours. Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate nursing courses include the following: NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. (36 clinical practicum hours) NUR 532 Transcultural Healing Practices Introduces students to complementary healing practices including the historical and cultural contexts in which they developed and the philosophical underpinnings of selected complementary therapies. (36 clinical practicum hours) NUR 541 The Politics of Health Inequity This course explores how health and illness are related to inequities in society and dynamics of power in systems of health care. (72 clinical practicum hours) Philosophy—PHI Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most basic. For example, Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The philosophy major has been carefully planned so that students can easily graduate with two majors. Some philosophy majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, religious ministry, or journalism. Philosophy Faculty David Apolloni (Chair), Markus Führer, Eric Helleloid, Michael Lotti, Marit A. Peterson Degree and Major Requirements Philosophy Major Eight courses including: PHI 230 Logic or PHI 385 Intro. to Formal Logic and Computation Theory PHI 241 History of Philosophy I: Ancient Greek Philosophy PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in philosophy Four courses must be upper division. Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Language requirement The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for philosophy majors Greek, Latin, French, or German, at the discretion of the departmental faculty adviser. Major in Computational Philosophy In addition to a major and minor in philosophy, the Philosophy Department also offers a cross-disciplinary major in conjunction with the computer science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for course listing. Departmental Honors Admission to the philosophy honors program is by recommendation of the philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from PHI 241, 242, 343, and 344. Philosophy Courses PHI 110 Introduction to Philosophy This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. PHI 120 Ethics By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. (Prereq.: Pass CT assessment of GST 100) PHI 125 Ethics and Human Identity A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. We begin by asking what the end or purpose of human life is, and students then learn about the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. PHI 175 Philosophy of Love and Sex The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. PHI 230 Logic Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. (Prereq.: MPG3 and pass CT assessment or GST 100) PHI 241 History of Philosophy I: Ancient Greek Philosophy Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. PHI 242 History of Philosophy II: Medieval and Renaissance Philosophy Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Prereq.: ENL 111 or 112 or HON 111. Suggested prior course: PHI 241. Spring) PHI 260 Philosophy and the Arts Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art; creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. (Prereq.: Pass CT assessment or GST 100) PHI 315 Philosophy of Human Nature and Human Culture This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. PHI 343 History of Philosophy III: Early Modern and 19th-Century Philosophy We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) PHI 344 History of Philosophy IV: 20th-21st Century Philosophy The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. PHI 350 Philosophy of Religion We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? (Prereq.: Pass CT assessment or GST 100) PHI 355 Asian Philosophy A study of the basic concepts and philosophies that underlie Hinduism, Buddhism, Confucianism, and Taoism. We focus on analyzing diverse views of reality, the self, ways of knowing, and recommendations on how to live. PHI 365 Philosophy of Science The course explores what scientific knowledge is, whether the scientist’s knowledge of the world is profoundly different and better than that of the non-scientist, and what degrees of certainty are yielded by scientific methods. (Suggested prior course: one course in natural science) PHI 370 Existentialism Studies in the writings—both philosophical and literary—of prominent existentialist authors. The course examines what it means to be a being-in-the-world and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) PHI 380 Ethics of Medicine and Health Care The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. PHI 385 Introduction to Formal Logic and Computation Theory An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5-hour lab for PHI 385. Prereq. for PHI 285: None. Prereq. for PHI 385: CSC 210 and one of MAT 122 or MAT 145 or MAT 171) PHI 388 Seminar in Philosophy This course focuses on an individual philosopher, an individual text, or a specific topic in philosophy. Students work on preparing an in-depth thesis paper on some aspect of the course through discussion of the course material. Short lectures are used to introduce students to the material followed by discussion and debate to move students into the depths of the material. PHI 410 Topics in Philosophy Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344, or consent of instructor, and ENL 111 or 112 or HON 111. Offered annually) PHI 490 Keystone This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Internships and Independent Study Courses PHI 199 Internship PHI 299 Directed Study PHI 399 Internship PHI 499 Independent Study/Research Physical Education See listing under Health, Physical Education, and Exercise Science. Physics—PHY Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the pre-engineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Physics Faculty Jeffrey Johnson (Chair), Stuart Anderson, Mark Engebretson, David Murr, Ben Stottrup, David Venne Physics Research Staff Jennifer Posch Degree and Major Requirements Bachelor of Arts Major Thirteen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 351 Mechanics I PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395, 396 Comprehensive Laboratory Two elective physics courses above PHY 122 MAT 145, 146 Calculus I, II MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics or MAT 245 Calculus III and MAT 369 Modeling and Differential Equations in Biological and Natural Sciences Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing the following course—COM 111, COM 115, or MAT 201 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Major Seventeen courses including: PHY 121 General Physics I PHY 122 General Physics II PHY 245 Modern Physics PHY 261 Electronics PHY 351 Mechanics I PHY 352 Mechanics II PHY 362 Electromagnetic Fields I PHY 363 Electromagnetic Fields II PHY 395 Comprehensive Laboratory I PHY 396 Comprehensive Laboratory II PHY 486 Quantum Physics One physics course above PHY 122 CHM 105, 106 Principles of Chemistry or CHM 115, 116 General Chemistry MAT 145, 146 Calculus I, II MAT 245 Calculus III and PHY 327 Special Functions of Mathematical Physics or MAT 245 Calculus III and MAT 369 Modeling and Differential Equations in Biological and Natural Sciences Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic adviser for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Bachelor of Science Physics Major with Concentration in Space Physics Eighteen course credits. It is the same as the B.S. major, with the addition of PHY 320 and PHY 420, and the omission of the elective physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Seven courses including: PHY 121 General Physics I PHY 122 General Physics II Three elective physics courses above PHY 122 MAT 145, 146 Calculus I, II Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. Physics Courses PHY 101 Introductory Astronomy A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures. Prereq.: MPG 2. Fall, spring) PHY 103 Conceptual Physics An introductory course (with a hands-on intuitive approach) in which the applications, problems, and experiments are selected to illustrate fundamental principles of physics. (Two three-hour lectures/laboratories. Prereq.: MPG 3. Spring) SCI 106 Introductory Meteorology A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory. Prereq.: MPG 2 and pass CT assessment or GST 100. Fall, spring) SCI 110 Natural Science I The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3) SCI 111 Natural Science II The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory. Prereq.: SCI 110) PHY 116 Introduction to Physics An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 119 Physics for the Fine Arts A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour lectures, one three-hour laboratory. Prereq.: MPG 3. Fall) PHY 121 General Physics I A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: MAT 145 or concurrent registration. Fall) PHY 122 General Physics II A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Prereq.: PHY 121, ENL 111 or 112 or HON 111, MAT 146 or concurrent registration. Spring) PHY 245 Modern Physics An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Prereq.: PHY 122. Fall) PHY 261 Electronics AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. (Three one-hour lectures, one threehour laboratory. Prereq.: PHY 116 or 122; and MAT 146. Spring: cross-listed with computer science) PHY 320 Introduction to Space Science A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures. Prereq.: PHY 245. Spring) PHY/MAT 327 Special Functions of Mathematical Physics Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Prereq.: PHY 122 or consent of instructor, MAT 245 or equivalent. Spring: cross-listed with mathematics) PHY 351 Mechanics I Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY 327, and pass CT assessment or GST 100. Fall) PHY 352 Mechanics II Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Prereq.: PHY 122, PHY 351, MAT 369 or PHY 327. Spring) PHY 362 Electromagnetic Fields I The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Prereq.: PHY 122, MAT 369 or PHY 327. Fall) PHY 363 Electromagnetic Fields II The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Prereq.: PHY 362, MAT 369 or PHY 327. Spring) PHY 395 Comprehensive Laboratory I (.5 course) Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing or consent of instructor and ENL 111 or 112 or HON 111. Fall) PHY 396 Comprehensive Laboratory II (.5 course) A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: PHY 395, junior or senior standing or consent of instructor, and ENL 111 or 112 or HON 111. Spring) PHY 420 Plasma Physics Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures. Prereq.: PHY 362, 363 or concurrent registration) PHY 430 Introduction to Solid State Physics Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. (Three one-hour lectures. Prereq.: PHY 351, PHY 362; PHY 486 strongly recommended. Fall) PHY 486 Quantum Physics A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Prereq.: PHY 245, 351. Spring) Internships and Independent Study Courses PHY 199 Internship PHY 299 Directed Study PHY 399 Internship PHY 499 Independent Study/Research Open to juniors and seniors with departmental approval. Political Science—POL Students studying political science at Augsburg College are provided with the intellectual tools for understanding and taking effective action in regard to the pressing political issues of the day. The role and significance of authority and power in human affairs establish the focus of political science. Augsburg political science students have the benefit of experienced faculty who teach courses in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic politics, urban and environmental politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Grounded in the diverse and international community around our college, the department directly engages the world and issues around us. Political scientists use systematic inquiry and analysis to shed light on the dynamics of a whole range of phenomena, including elections, wars, poverty, human rights, regime change, and migration. Our majors explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, our students are encouraged to relate insights from other liberal arts disciplines such as philosophy, psychology, economics, history, and sociology to the study of politics. Providing work in several subfields of political science, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Political Science Faculty Joseph Underhill (Chair), Andrew Aoki, Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan Degree and Major Requirements Political Science Major Ten courses: POL 158 POL 483 POL 484 Political Patterns and Processes Political/Statistics/Methodology Political Analysis Seminar Required elective—one of the following: POL 121 American Government and Politics POL 122 Metropolitan Complex POL 160 World Politics POL 170 Law in the United States Also, at least five other upper division courses in four out of five political science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. Also, one other political science course in any area, upper or lower division. The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: S: POL 325, POL 326, or POL 380 Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science Major: 11 courses required Specific Required Courses—six total POL 121 POL170 POL 483 POL 484 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives—five total Three courses from the choices below: POL 350 POL 370 POL 371 POL 380 POL 381 Plus two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science Major: 11 courses required. Six Specific Courses: ECO 112 or 113 POL 121 or 122 POL 325 OR 326 POL 399 (internship must be approved by political science adviser) ECO 490, POL 483, or SOC 362 (only one can be used for this requirement) POL 484 One Course from the Following: POL 121 POL 122 POL 124 POL 140 POL 158 POL 160 POL 170 Four Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 370 POL 371 POL 381 POL 421 POL 461 ECO 312, 313, 413 (only one of these can be used for this requirement) SOC 381 Notes 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. If both POL 325 and 325 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. 4. Only one economics course (either 312, 313, or 413) can be counted toward the four courses required in Section III. Departmental Honors The honors major in political science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Minor Five courses, including POL 121 or 122 or 170; POL 158; and at least three upper-division courses in three out of five political science areas. POL 483 may not usually be used for a minor. Pre-Law Minor: six courses required Four Required Courses: POL 121 POL170 Two of the following three courses: ENL 223 or 220 (cannot use both ENL 223 and ENL 220) PHI 230 COM 111 Electives: Two courses from the choices below: POL 350 POL 370 POL 371 POL 380 When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor: Six courses required Three Specific Courses: POL 121 or 122. POL 325 or 326 POL 399 (internship must be approved by adviser) Three Courses from the Following: POL 241 POL 325 POL 326 POL 342 POL 381 POL 421 POL 461 ECO 312, 313, or 413 SOC 381 Notes 1. POL 140 can be substituted for POL 122, with adviser approval. 2. If both POL 325 and 325 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. 3. Only one economics course (either 312, 313, or 413) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 Principles of Macroeconomics (elective for social science core) ECO 113 Principles of Microeconomics (elective for social science core) ECO 312 Intermediate Macroeconomics or ECO 315 Money and Banking ECO 313 Intermediate Microeconomics One other upper division economics course Education Courses: EDC 200 ESE 310 Orientation to Education (required for licensure) 5-12 Methods: Social Studies—Capstone course (required for licensure) Political Science Courses: POL 121 American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other political science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Political Science Areas (I) American Government and Politics, (II) Comparative Politics and Analysis, (III) International Politics, (IV) Public Law, and (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major or the teaching major in economics and political science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. See the class schedule for precise listing of terms in which courses are offered. Political science Courses I. American Government and Politics POL 121 American Government and Politics Surveys major parts of American national government—including Congress, the presidency, and the courts—as well as campaigns and elections, federalism, interest groups, and political parties. POL 122 Metropolitan Complex Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 241 Environmental and River Politics This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes 10-day canoe trip down the river to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. POL 323 Social and Political Change Examines interaction between cultural, social, and political change, looking primarily, but not exclusively, at the United States. Also looks at how individuals can try to effect political change. (Prereq.: one previous course in political science, or junior or senior status or consent of instructor) POL 325 Politics and Public Policy The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. POL 326 Political Parties and Behavior Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in nonpresidential election years). (Prereq.: one course in political science or consent of instructor. Fall term of election years) POL 342 Mass Communication in Society Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. (Prereq.: Sophomore, junior, or senior standing) POL 370 Constitutional Law (See Section IV for description.) POL 375 Media Law (See Section IV for description.) POL 421 Topics in American Politics Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. (Prereq.: one course in political science or consent of instructor) II. Comparative Politics and Analysis POL 158 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. POL 350 Topics In European Politics Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. (Prereq.: one course in political science or consent of instructor) POL 351 Topics In Communist/Post-Communist Systems Analysis of the former Soviet Union and/or other communist/post-communist states in terms of political behavior, evolution, institutions, and political processes. (Prereq.: one course in political science or consent of instructor) POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. Themes and countries vary. (Prereq.: one course in political science or consent of instructor) POL 459 Topics in Comparative Politics Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) III. International Politics POL 160 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. POL 363 Russian and Chinese Foreign Policies Analysis of theory and policy in the foreign policy process in Russia (and the former USSR) and China. (Prereq.: one course in political science or consent of instructor) POL 368 Model United Nations This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. (Prereq.: POL 160 or equivalent and consent of instructor.) POL 461 Topics in International Politics Selected themes including interpretations of international politics, foreign policy decisionmaking, simulations of international problems. Topic to be included in subtitle. (Prereq.: one course in political science or consent of instructor) POL 490 Seminar in International Relations Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. (Prereq.: four courses in the international relations sequence and ENL 111 or 112 or HON 111) IV. Public Law POL 170 Law in the United States A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as “supreme” law; law as politics; historic and contemporary legal issues. POL 370 Constitutional Law The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. (Prereq.: POL 170 or at least junior status and one previous course in political science) POL 371 Topics in Constitutional Law Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. (Prereq.: POL 170 or consent of instructor) POL 375 Media Law Study of key issues and contemporary conflicts in media law and regulation, including the uses of law to settle disputes about media content, access, ethics, and ownership. (Prereq.: one course in political science, POL 342, or consent of instructor) V. Political Theory and Analysis POL 140 Social Justice in America Examines social justice in urban policies such as housing and education (issues may vary). Students develop their own arguments about social justice. Emphasis on class discussion; substantial participation required. POL 158 Political Patterns and Processes (See Section II for description.) POL 282 Understanding Asian America Asian Americans and their place in American politics and society. Includes some coverage of Asian American history and looks at the struggle to define Asian Americans. POL 380 Western Political Thought A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. (Prereq.: one course in political science or consent of instructor and ENL 111 or 112 or HON 111) POL 381 Topics in Democratic Theory Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. (Prereq.: one course in political science or consent of instructor, ENL 111 or 112 or HON 111, and pass CT assessment or GST 100) POL 484 Political Analysis Seminar An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. (Prereq.: POL 158 and two upper division courses, or consent of instructor) VI. Seminars, Independent Study, and Internships POL 295 Lower Division Seminar Special topics. Consult department chair concerning terms and subject matter. (On demand) POL 483 Seminar in Political Statistics and Methodology Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. (Prereq.: MPG 3) POL 495 Seminar Selected topics. Consult department chair concerning terms and subject matter. Internships and Independent Study Courses POL 199 Internship P/N grading unless internship supervisor grants exception. POL 299 Directed Study POL 399 Internship POL 499 Independent Study/Research Psychology—PSY Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Psychology Faculty David Matz (Chair), Ben Denkinger, Grace Dyrud, Stacy Freiheit, O. Evren Guler, Bridget Robinson-Riegler, Nancy Steblay, Henry Yoon Degree and Major Requirements Major The major is 10 courses. Foundations of Psychology PSY 105 PSY 215 PSY 315 Principles of Psychology Research Methods and Statistics I Research Methods and Statistics II At least one course from the following: PSY 325 PSY 354 PSY 355 Social Behavior Cognitive Psychology Biopsychology At least one course from the following: PSY 491 PSY 493 Advanced Research Seminar Seminar: Contemporary Issues Professional Perspectives PSY 400 Keystone Internship At least one course from the following: PSY 201 PSY 235 PSY 263 PSY 357 PSY 359 PSY 373 PSY 385 PSY 410 Health Psychology Psychology and Law Sports Psychology Behavioral Analysis Assessment Industrial/Organizational Psychology Counseling Psychology Clinical Neuropsychology Electives (three courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be counted. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an adviser in the Psychology Department. Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in Departments and Programs. Concentration in Clinical Psychology The clinical psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty- student research projects and completing an internship in a real-world mental health setting. See the department chair for specific requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas—research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County courts. See the department chair for specific requirements. Concentration in Social Psychology Both the Sociology and Psychology Departments offer courses relevant to students with interests in social psychology. The intent of the social psychology concentration is to provide students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the social psychology concentration is ideal for graduate school preparation. See the department chair for specific requirements. Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400, and 499 may be counted. Psychology Courses PSY 105 Principles of Psychology An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. PSY 201 Health Psychology Consideration of the impact of psychological, behavioral, social, and biological interactions on health. (Prereq.: PSY 105) PSY 215 Research Methods and Statistics I Part I of a two-term sequence. See PSY 315. PSY 215 may be taken for one course credit without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. (Prereq.: PSY 105, MPG 3, and sophomore status; pass CT assessment or GST 100) PSY 235 Psychology and Law Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. (Prereq.: PSY 105) PSY 250 Child Development Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. (Prereq.: PSY 105) PSY 252 Adolescent and Young Adult Development Consideration of research and theory related to development during the adolescent and young adult years. (Prereq.: PSY 105) PSY 253 Aging and Adulthood Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. (Prereq.: PSY 105) PSY 256 Environmental Psychology This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. (Prereq.: PSY 105) PSY 261 Personality/Cultural Context Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. (Prereq.: PSY 105) PSY 262 Abnormal Psychology Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. (Prereq.: PSY 105) PSY 263 Sports Psychology Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. (Prereq.: PSY 105) PSY 271 Psychology of Gender Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. (Prereq.: PSY 105) PSY 291 Addiction and Recovery Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. (Prereq.: PSY 105) PSY 295 Topics in Psychology Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. (Prereq.: PSY 105) PSY 315 Research Methods and Statistics II Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. (Prereq.: PSY 215 with a grade of 2.0 or higher and ENL 111 or 112 or HON 111) PSY 325 Social Behavior Social factors that influence individual and group behavior in natural and laboratory settings.Topics include social cognition, group behavior, social influence, attitudes formation, and change. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 354 Cognitive Psychology Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 355 Biopsychology Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 357 Behavior Analysis Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. (Prereq.: PSY 215 or PSY 105 with consent of instructor and ENL 111 or 112 or HON 111) PSY 359 Assessment Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 360 Psychology Laboratory (.5 credit) Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full-credit course in the faculty member’s area of expertise and approval by that faculty member are required. (Prereq.: Psy 215) PSY 373 Industrial/Organizational Psychology The theoretical and applied study of organizations. Topics include the individual, group and organizational structure/process and change. (Prereq.: PSY 105) PSY 381 Historical Perspectives Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 385 Counseling Psychology Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and postmodern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 390 Special Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 215 or PSY 105 with consent of instructor) PSY 391 Individual Differences General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. (Prereq: PSY 215 or PSY 105 with consent of instructor; PSY 355 is recommended) PSY 400 Keystone Internship Students work 80 hours at an internship site of their choosing and attend weekly (or weekend) class sessions. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. (Prereq.: PSY 315 and senior standing) PSY 410 Clinical Neuropsychology The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. (Prereq.: PSY 315 or consent of instructor) PSY 490 Current Topics in Psychology Specific topic will be published prior to registration. (Prereq.: PSY 315 or consent of instructor) PSY 491 Advanced Research Seminar Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. (Prereq.: PSY 315 or consent of instructor) PSY 493 Seminar: Contemporary Issues Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. (Prereq.: PSY 315 or consent of instructor) Internships and Independent Study Courses PSY 199 Internship (Prereq.: PSY 105 and one other psychology course) PSY 299 Directed study (Prereq.: PSY 105) PSY 399/396 Internship PSY 399 involves an off-campus internship; PSY 396 involves an on-campus internship. (Prereq.: PSY 315 and ENL 111 or 112 or HON 111) PSY 499 Independent Study/Research (Prereq.: PSY 315) Religion, Youth and Family Ministry— REL, YFM In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own religious beliefs and those of their neighbors, gain a broader view of the role of faith in public life, and better understand our global context. As an academic discipline, religion probes many of life’s critical questions: • Who are we as human beings and where did we come from? • Why do bad things happen? • How can we live meaningful lives? • What happens after we die? • How do our values shape our choices? • What is our responsibility to others? • What texts are sacred and how should we read them? • How can we encourage cooperation and respect among people of different faiths? Students begin their search for meaning in the AugCore courses REL 100, 200, or 300. Here they learn to articulate their own beliefs and understand that what they believe really matters. Students engage in a close reading of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social issues. They also explore their own gifts and how they might be used in service of the broader community as they pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in religion, which offers a wide range of courses in theology, biblical studies, and world religions. As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in dialogue with Christians from all denominations, with people who practice other faith traditions, and with those who claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and learn from one another and to think critically about matters of faith and reason in our lives together. Religion Faculty Philip Quanbeck II (Chair), Lori Brandt Hale, Bradley Holt, Russell Kleckley, Lynne Lorenzen, Mary Lowe, Beverly Stratton, Mark Tranvik, Hans Wiersma, Karl Jacobson, Matthew Maruggi, Jeremy Myers General Requirements Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites Religion 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Graduation Requirements Courses designated REL and YFM are offered by the Religion Department. A maximum of 13 total REL and YFM courses may be applied toward the 32-course requirement for graduation. Taking extra electives in REL or YFM may require students to complete more than the minimum 32 courses required for graduation. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the registrar’s office. Advising All majors must have an adviser in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by Dec. 30 of the student’s senior year. Religion—REL A religion major provides a strong foundation in the liberal arts and prepares students for professional work and graduate studies in a wide range of fields. Since the major requires only eight courses, students are encouraged to double-major in a related field. Students considering seminary should attend two Bible courses and one course in theology or church history. Students planning on graduate studies in religion ought to complete one Bible course, a world religions course, and the Philosophy of Religion course. A religion major also provides strong preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools. Degree and Major Requirements Bachelor of Arts Religion Major Eight courses including: REL 200 Christian Vocation and the Search for Meaning II or REL 300 Bible, Christian Theology, and Vocation REL 210 Research Methods in Religion REL 495 Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major S: REL 302, 386 or consult with adviser for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 Transfer students must consult a Religion Department adviser about potential adjustments to their course requirements to fulfill each of these skills. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: Students are required to have at least a 2.00 GPA in courses counted toward the major or minor. One or two courses in youth and family ministry (YFM) may count toward the religion major or minor. Religion Courses REL 100 Christian Vocation and the Search for Meaning I This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and live out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. REL 120 Religion and Science in Popular Culture This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. REL 200 Christian Vocation and the Search for Meaning II This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. (Prereq.: REL 100) REL 205 Exploring Topics in Religion This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 210 Research Methods in Religion An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 260 Self, Sex, and Sin in Christian and Modern Thought We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. (Prereq.: REL 100 and 200 or 300) REL 300 Bible, Christian Theology, and Vocation This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. REL 301 Interpreting the Old Testament An investigation of the Torah, prophets, and writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. (Prereq.: REL 100 or 300 and pass CT assessment or GST 100) REL 302 Interpreting the New Testament Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. REL 306 Non-Western Christianity A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. REL 309 Religion at the Movies Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. REL 313 Environmental Theology and Ethics An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. REL 324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. (Taught only in Mexico) REL 343 Theology of Marriage and Family An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. REL 346 Religion and Social Change in Southern Africa This course examines the changing role of the church in the midst of political transformations of Southern Africa. Students will meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Taught in Namibia. REL 353 Finding Your Religion/Spirituality A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practiced in America. Some controversial religious movements will also be considered. REL 356 World Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. REL 357 Giants of Christian Faith Christian history examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. REL 362 Martin Luther and the Reformation An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 363 Religion in America A study of the history of religion in America. This course explores religion as force for personal transformation, community, and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. REL 366 Latin American Liberation Theologies A study of the dominant theological perspectives that have shaped Latin American culture and politics. Focuses on the relationship between theology and social/political transformation. (Prereq.: Pass CT assessment or GST 100) REL 370 American Indian Spirituality and Philosophical Thought Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: ENL 111 or 112 or HON 111, junior standing, and REL 100 or 300) REL 378 Medieval Church (See description under HIS 378.) REL 383 Process Theology Influences of the relational worldview of process philosophy on Christian faith and ethical deliberations (including killing, abortion, human sexuality, and euthanasia). REL 386 Speaking of Genesis An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. REL 390 Theology of Death and Dying A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. REL 405 Christensen Scholar Seminar I (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. REL 406 Christensen Scholar Seminar II (.5 course) This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. REL 425 Christian Spiritual Practices A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. REL 471 Jesus and His Interpreters Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. REL 472 Paul the Apostle A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. (Prereq.: REL 100 or 300 and pass CT assessment or GST 100) REL 475 Judaism An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. REL 480 Vocation and the Christian Faith This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: Some majors, including REL, may still require a particular keystone course in that discipline.) REL 481 Contemporary Theology An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. (Prereq.: REL 100 or 300 and ENL 111 or 112 or HON 111) REL 483 Christian Ethics The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. REL 490 Topics in Religion Selected topics in religion. REL 495 Religion Keystone This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. (Prereq.: REL 210 and ENL 111 or 112 or HON 111) Internships and Independent Study Courses REL 199 Internship Limited to special cases. REL 299 Directed Study REL 399 Internship REL 499 Independent Study/Research For religion majors only. See department listing for a description of the following approved electives: PHI 350 Philosophy of Religion SOC 260 Religion and Society Youth and Family Ministry—YFM Youth and Family Ministry Major In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site fieldwork. A youth and family ministry minor is also offered. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Course Maximums A student majoring in YFM may apply up to 15 courses from the Religion Department toward graduation if they are required to take REL 100 and 200, and the 15th course is a REL or YFM study abroad course or the Lilly Scholar Seminar. If the student is required to take REL 300, they may apply up to 14 courses if the 14th course is a REL or YFM study abroad course or the Christensen Scholar Seminar. Associate in Ministry (AIM) Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod and with a YFM adviser no later than their second year. Youth and Family Ministry Major Fourteen courses including: Theology core (six courses): REL 210 REL 301 REL 302 REL 362 REL 481 Research Methods in Religion Interpreting the Old Testament Interpreting the New Testament Martin Luther and the Reformation Contemporary Theology REL 495 Religion Keystone Youth and family ministry core (four courses): YFM 208 YFM 209 YFM 235 YFM 305 YFM 358 YFM 399 Vocational Formation I [required non-credit experience] Vocational Formation II [required non-credit experience] Foundations for Ministry with Youth and Families Ministry Practices Life and Work of the Church Internship Youth and family ministry electives (Two courses): YFM 205 Exploring Topics in Youth and Family Ministry (students will choose two topics courses from a list of 0.5 credit courses) One REL or YFM course from the following list: YFM 232 Peer Ministry YFM 316 Church and Culture in Context REL 343 Theology of Marriage and Family REL 345 The Lutheran Heritage (required for AIM certification) REL 353 Denominations and Religious Groups in America REL 356 World Religions REL 357 Giants of Christian Faith REL 425 Christian Spiritual Practices And three supporting courses: SOC 231 Family Systems: A Cross-Cultural Perspective PSY 105 Principles of Psychology PSY 250 Child Development or PSY 252 Adolescent and Young Adult Development or SWK 260 Humans Developing Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following five courses: YFM 235 Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 Ministry Practices YFM 358 Life and Work of the Church One Bible survey course from: REL 301 Interpreting the Old Testament REL 302 Interpreting the New Testament One theology course from: REL 362 Theology of the Reformers REL 481 Contemporary Theology and one course from the theology core, YFM core, or YFM electives as listed in the major. Youth and Family Ministry Courses REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. YFM 205 Exploring Topics in Youth and Family Ministry (0.5 course) Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and religion, communications, media, music and ministry, and ministry with youth on the margins. YFM 208 Vocational Formation I (.0 course) A noncredit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. YFM 209 Vocational Formation II (.0 course) A noncredit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. (Prereq.: YFM 208) YFM 232 Peer Ministry: Principles and Leadership Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. YFM 235 Foundations for Ministry with Youth and Families An introductory-level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. YFM 305 Ministry Practices This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. (Prereq.: YFM 235) YFM 316 Church and Culture in Context A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Shortterm travel seminar; available as offered. YFM 358 Life and Work of the Church This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. (Prereq.: YFM 235) YFM 399 Internship The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. (Prereq.: YFM 235 and YFM 305 or 358) Social Studies Teaching Licensure Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Jacqueline DeVries, degree-seeking students Anne Kaufman, licensure only and MAE graduate students Social Studies Teaching Licensure Broad base requirements: ECO 113 Principles of Microeconomics ESE 220 Introduction to Human Geography HIS 120 America to 1815 or HIS 121 19th-Century United States or HIS 122 20th-Century United States POL 121 American Government and Politics PSY 105 Principles of Psychology SOC 121 Introduction to Human Society ANT 141 Cultural Anthropology Plus a major in one of six fields—economics, history, political economics, political science, psychology, or sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary social studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Anne Kaufman for details. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Education Department and the social studies coordinator. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. Social Work—SWK Students in social work are preparing to engage in professional practice with individuals, families, groups, communities, and organizations. Students learn to become skilled at designing change strategies with clients that promote individual change, social justice, and empowerment. The curriculum includes classroom instruction, agency practicum, social work skills development, history of social work and social welfare in the United States, analysis of social welfare policy, and social science research. In and out of the classroom, students study privilege and oppression and engage with diverse communities. In the end, students are prepared to practice in multicultural settings. Students graduating with a social work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the bachelor’s and graduate social work programs are accredited by the Council on Social Work Education. Social work graduates embody the Augsburg College motto, “Education for Service.” One example of this motto in action is the extensive service-learning and practica assignments embedded in the social work curriculum. Students begin service-learning early in their major and engage in more than 400 hours of agency-based training, supervised by licensed social workers. The Twin Cities offers a variety of innovative and professional programs and agencies. Students are encouraged to train with and learn from these local, regional, and national leaders in social work. Social Work Faculty Nancy Rodenborg (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director) Mauricio Cifuentes, Ankita Deka, Christina Erickson (Field Education Coordinator), Annette Gerten (BSW Field Coordinator), Melissa Hensley, Abel Knochel, Barbara Lehmann (BSW Program Director), Terrence Lewis, Michael Schock Degree and Major Requirements The Bachelor of Science degree consists of 10 upper level courses and a total of seven supporting courses. Social work courses that are open to nonmajors are designated with an asterisk. The Supporting Courses Select one of these three courses: SWK 100 SWK 210 SWK 230 Introduction to Professional Social Work* Environmental Justice and Social Change* Global Peace and Social Development* Select one of these four courses: ECO 112 POL 121 POL 122 POL 325 Principles of Macroeconomics American Government and Politics Metropolitan Complex Politics and Public Policy Take these four courses: BIO 121 PSY 105 SOC 121 SWK 280 Human Biology and Lab Principles of Psychology Introduction to Human Society Diversity and Inequality in Professional Practice* Select one of these two courses: SOC 362 MAT 163 Statistical Analysis Introductory Statistics GPA Requirements for degree completion The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum grade of 2.0 is required for each upper level course and a 2.00 cumulative GPA is required in the supporting program. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and ECO 112, MAT 163, or SOC 362. Pass/No Credit Maximums for Majors All social work majors must take their upper level courses with traditional grading. Social work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation, as are other majors. Students seeking Latin and Department Honors may only take two P/N credits. (See Latin Honors in Academic Information for additional details.) Major Courses Ten upper level courses: SWK 301 SWK 303 SWK 306 SWK 307 SWK 316 SWK 317 SWK 401 SWK 406 SWK 407 SWK 417 History and Analysis of Social Policy* Human Development and the Social Environment* Social Work Practice 1: With Individuals Field Work 1: Integrative Seminar Social Work Practice 2: With Families and Groups Field Work 2: Integrative Seminar Social Work Research and Evaluation Social Work Practice 3: With Communities and Policies* Field Work 3: Integrative Seminar Field Work 4: Integrative Seminar (Senior Keystone course) Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give nonmajors a sense of the impact of social work on society and a means to incorporate some social welfare perspectives to their chosen career. Six courses including: SWK 100 SWK 303 SWK 301 SWK 406 SOC 265 Introduction to Professional Social Work Human Development and the Social Environment History and Analysis of Social Policy Social Work Practice 3: With Communities and Polices Race, Class, and Gender And one course from: POL 121 POL 158 POL 325 American Government and Politics Political Patterns and Processes Politics and Public Policy No credit for non-academic work In accordance with accreditation standards, the Social Work Department does not grant social work course credit for life experience or previous work experience. Admission to the Major Students must apply to be admitted to the degree program in social work. This application process, called candidacy, is subsequent to and separate from admission to Augsburg College. The candidacy application is completed in the spring term of the sophomore year at Augsburg or in the summer months for junior transfer students. Each social work major must complete the application materials and be officially admitted to the social work program before beginning the first field practicum in the junior year. Social work majors must have a cumulative 2.20 GPA to enter the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400-level courses restricted to social work majors only. Contact the Social Work Department for details. Departmental Honors The Social Work Department offers students the opportunity to earn departmental honors through the completion of an applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall GPA of 3.30 and maintain a cumulative GPA of 3.60 in all social work classes at the 300 level and above. Honors applicants may take up to two courses as P/N (pass/no credit) and must complete a minimum of 14 traditionally-graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with the adviser or program director for complete details and deadlines. Social Work Courses Social Work Entry Level Courses and SWK 280 The social work major offers three ways to begin the BS degree: SWK 100 is for those students interested in the profession; SWK 210 is for students more interested in policy and advocacy; and SWK 230 is for students interested in international social work and global issues. All three courses are equal as introductions to the major. All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency, program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK 280, that is to be taken after the entry level courses. SWK 100 Introduction to Professional Social Work This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. SWK 210 Environmental Justice and Social Change This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. SWK 230 Global Peace and Social Development This course offers a framework for understanding sustainable social and economic development and nonviolent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. SWK 280 Diversity and Inequality in Professional Practice This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Course Sequence and Concurrency Social work upper level courses are taught in a two-year sequence. Courses are taught once a year. The following courses must be taken together during the same term (as indicated): SWK 301 History and the Analysis of Social Policy The history of social workers, social movements, and changing social norms in Europe, North America, and around the world profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. (Prereq.: junior standing and pass CT assessment or GST 100. Fall) SWK 303 Human Development and the Social Environment Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. (Fall) SWK 306 Social Work Practice 1: With Individuals Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. (Coreq.: SWK 307. Fall) SWK 307 Field Work 1: Integrative Seminar Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (Coreq.: SWK 306. Fall) SWK 316 Social Work Practice 2: With Families and Groups Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. (Prereq.: SWK 306, 307, and ENL 111 or 112 or HON 111. Coreq.: SWK 317. Spring) SWK 317 Field Work 2: Integrative Seminar This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (Coreq.: SWK 316. Spring) SWK 406 Social Work Practice 3: With Communities and Policies Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. (Coreq.: SWK 407. Fall) SWK 407 Field Work 3: Integrative Seminar Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. (Coreq.: SWK 406. Fall) SWK 401 Social Work Research and Evaluation This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. (Prereq.: MAT 163 or SOC 362, and MPG 3.Spring) SWK 417 Field Work 4: Integrative Seminar This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. (Spring) Internships and Independent Study Courses SWK 199 Internship SWK 295 Topics: Special themes in social work specified in subtitle. SWK 299 Directed Study SWK 399 Internship SWK 499 Independent Study/Research Sociology—SOC Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization provides the opportunity to improve the world we have created and in which we live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. The department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning. Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives. Students also may take an independent study, special topics course, or field study toward that end. The major in sociology has equipped our alumni to understand and function more effectively in the social world as professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in sociology are currently employed in the nonprofit sector, research positions, human resources positions in both government and private corporations, criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human services, social work, urban planning, and the ministry. Sociology Faculty Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James VelaMcConnell Degree and Major Requirements Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to choose courses that add other skills related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core major: SOC 121 SOC 362 SOC 363 SOC 485 SOC 490 Introduction to Human Society Statistical Analysis Research Methods Sociological Theory Senior Seminar At least three of the following upper division courses (Prereq.: SOC 121): SOC 320 SOC 349 SOC 375 SOC 377 SOC 381 SOC 387 SOC 390 SOC 399 Sociology of Law Sociology of Organizations Social Psychology Organizational Crime and Deviance City and Metro-Urban Planning Juvenile Delinquency Social Problems Analysis Internship Two additional sociology electives Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the major. The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an adviser about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers Interest Tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an adviser and following the guidelines and recommendations provided at the links below, sociology majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their adviser or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. Sociology courses SOC 111 Community and the Modern Metropolis How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. (Fall, spring) SOC 121 Introduction to Human Society What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. (Fall, spring) SOC 222 Office Space: The Sociology of Work Why does a doctor get paid handsomely, and a burger-flipper get paid poorly? Can workplaces be functional, or are they inherently conflictual? How does the current expansion of global capital (globalization) shape our work experiences in the U.S.? This course explores these and other questions through various sociological theories of work and labor in modern society. (Fall) SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. (Fall, spring) SOC 240 Protest and Social Change: The Sociology of Social Movements Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required. Fall, spring) SOC 260 Religion and Society An examination of the interaction of religion and society with attention to secularization, race, gender, and the public role of religion utilizing sociological research on the role of religion and religious organizations in American society. (Fall) SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds— race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. (Fall, spring) SOC 266 Sociology of Sexualities What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. (Spring) SOC 277 Introduction to Criminology What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. SOC 290 Cultures of Violence Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. (Fall) SOC 295, 300, 301, 302, 303, 304, 495 Special Topics in Sociology A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. (Prereq. for 300 level courses only: SOC 121 or consent of instructor) SOC 320 Sociology of Law How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. (Prereq.: SOC 121 or consent of instructor. Fall) SOC 349 Sociology of Organizations What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. (Prereq.: SOC 121 or consent of instructor, pass CT assessment or GST 100, and ENL 111 or 112 or HON 111. Spring) SOC 362 Statistical Analysis This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis— be it in an academic journal or a daily newspaper. (Prereq.: MPG 3. Fall/Spring) SOC 363 Research Methods Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. (Prereq.: SOC 362 or consent of instructor and ENL 111 or 112 or HON 111. Fall/Spring) SOC 375 Social Psychology Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. (Prereq.: SOC 121 or consent of instructor.Fall) SOC 377 Organizational Crime and Deviance The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. (Prereq.: SOC 121 or consent of instructor; Recommended but not required: SOC 222 and/or SOC 349. Spring of alternate years.) SOC 381 The City and Metro-Urban Planning Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. (Prereq.: SOC 111 or 121 or consent of instructor. Spring) SOC 387 Juvenile Delinquency Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. (Spring of alternate years) SOC 390 Social Problems Analysis How do social problems develop? What can be done about them? By focusing on a specific social problem that changes every time the course is taught, this course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. (Prereq.: SOC 121 or consent of instructor. Spring of alternate years) SOC 485 Sociological Theory The classical tradition in sociological theory shaped the development of the discipline today. By examining the primary texts of Spencer, Marx, Weber, Durkheim, Mead, Simmel and others we are able to better understand both the history and biography of sociology itself. An examination of the classical theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. (Prereq.: Two upper division courses in sociology, SOC 121 or consent of instructor, and pass CT assessment or GST 100. Fall) SOC 490 Senior Seminar and Keystone What is sociology as a discipline all about? In this course, students engage in a synthesis of the discipline by taking a step outside of it and examining it as a whole. In other words, through seminar discussions and readings about the nature of sociology and its underlying philosophies, we will engage in the "sociology of sociology” in which students develop an understanding of the value of sociology beyond college, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Prereq.: SOC 485. Spring) Internships and Independent Study Courses SOC 199 Internship This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. SOC 299 Directed Study SOC 399 Internship SOC 498 Independent Study—Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic, and integrated utilization of resources available in the metropolitan community, supplemented by traditional College resources. (Prereq.: SOC 111 or 121 and/or consent of instructor. Fall and Spring) SOC 499 Independent Study/Research (Prereq.: SOC 121, consent of instructor and department chair. Fall and Spring) Spanish See listing under Languages and Cross-Cultural Studies. Theater Arts—THR Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the study of theater embraces both classical and new forms, centers marginalized voices, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and diversity as they find and express their own creative visions; and the program prepares them well to continue with their education and/or become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to encourage non-majors to become involved in our department, we offer six theater arts minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, while also exploring connections between theory and application. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by theater majors or minors are highly valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and self-expression. Involvement in theater arts can help prepare students for successful careers in law, education, business, communication, and journalism, as well as professional or academic theater, television, or film. Theater Arts Faculty Darcey Engen (Chair), Michael Burden, Martha Johnson, Sarah Myers, Warren C. Bowles, David DeBlieck, Karen Mulhausen, Sandra Schulte, Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Arts Department currently has three concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. Each concentration consists of the theater core curriculum supplemented by one concentration requirement, one concentration elective, plus two theater major electives. Each concentration requires 10 production units taken as THP practicum courses. Graduation Skills for Each Concentration The Theater Arts Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145, MAT 146, or PHY 119. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Theater Arts Major Nine core courses for each concentration: THR 228 THR 232 THR 245 THR 250 THR 270 THR 328 THR 361 THR 362 THR 366 Introduction to Stagecraft Acting Introduction to Asian and Asian American Theater Script Analysis: Foundations of Theater Black Theater Theatrical Design Theater History and Criticism I Theater History and Criticism II Stage Direction Theater Major Electives For each of the three concentrations, students may choose two electives from the following pool of courses. Within a single concentration, a course can count as a theater major elective only if NOT taken to satisfy a concentration requirement or concentration elective: THR 233 THR 226 THR/FLM 230 THR 235 THR 237 THR 255 THR 265 THR 275 THR 280 THR 295 Acting for the Camera Movement for the Theater Scene Painting for Stage and Film Skills of Musical Theater Dance for Musical Theater Introduction to Musical Theater Computer Drafting for the Stage and Architecture Lighting and Sound for the Stage Costumes and Makeup for Performance Theater Topics THR/ENL 325 THR 326 THR 350 THR 365 THR 425 THR 495 ENL 221 ENL 330 ENL 338 ENL 358 ENL 368 NOR 352 Playwriting I Playwriting II Voice for Speech, Stage, and Screen Advanced Acting New Methodologies of Stage Direction and Dramaturgy Theater Topics Expository Writing about the Arts and Popular Culture Shakespeare Readings in British and Commonwealth Drama Readings in American Drama Readings in World Drama Modern Nordic Drama Performance Concentration This concentration within the theater curriculum is designed to serve students hoping to pursue graduate studies in theater (MA/PhD and MFA) and/or professional work as performers. Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus the electives and requirements listed below. Students in the performance concentration are encouraged to consult with their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional internship at a local Twin Cities theater. To fulfill this concentration: Thirteen THR courses—nine required core courses, one performance concentration requirement, one performance concentration elective, two theater major electives, plus 10 theater practicum units taken as THP courses. Performance Concentration Requirement: THR 365 Advanced Acting Performance Concentration Electives: Select and complete one of the following: THR 226 Movement for the Theater THR 350 Voice for Speech, Stage, and Screen Theater Major Electives: Select and complete two of the courses listed above under Theater Major Electives. Within the performance concentration, a course can count as a theater major elective only if NOT taken to satisfy a performance concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Directing/Dramaturgy/Playwriting Concentration This concentration within the theater curriculum is designed to serve students hoping to pursue graduate studies in theater (MA/PhD and MFA) and/or professional work as a director, dramaturg, or playwright. Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus the requirements and electives listed below. Students in the directing/dramaturgy concentration are encouraged to consult with their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting concentration requirement, one directing/dramaturgy/playwriting concentration elective, two theater major electives, plus 10 theater practicum units taken as THP courses. Directing/Dramaturgy/Playwriting Concentration Requirement: THR/ENL 325 Playwriting Directing/Dramaturgy/Playwriting Concentration Electives: Select and complete one of the following: THR/ENL 326 Playwriting II THR 425 New Methodologies of Stage Direction and Dramaturgy ENL 221 Expository Writing about the Arts and Popular Culture Theater Major Electives: Select and complete two of the courses listed above under theater major electives. Within the directing/dramaturgy/playwriting concentration, a course can count as a theater major elective only if NOT taken to satisfy a directing/dramaturgy/playwriting concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one main-stage show Design/Technical Concentration This concentration within the theater curriculum is designed to serve students hoping to pursue graduate studies in theater (MA/PhD and MFA) and/or professional work as a theater designer or technician. Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus the requirements and electives listed below. Students in the design/technical concentration are encouraged to consult with their adviser when selecting electives. Advisers will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Thirteen THR courses--nine required core courses, one design/technical concentration requirement, one design/technical concentration elective, two theater major electives, plus 10 theater practicum units taken as THP courses. Design/Technical Concentration Requirement: Select and complete one of the following: THR 275 Lighting and Sound for the Stage THR 280 Costumes and Makeup for Performance Design/Technical Concentration Electives: Select and complete one of the following: THR/FLM 230 Scene Painting for Stage and Film THR 265 Computer Drafting for the Stage and Architecture Theater Major Electives: Select and complete two of the courses listed above under theater major electives. Within the design/technology concentration, a course can count as a theater major elective only if NOT taken to satisfy a design/technology concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Curricular Planning Information First-years planning to major in theater arts should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 230, 235, 237, 245, 255, 270, 275, 280, 295, and 325. Theater majors who are juniors or seniors may take THR 328, 361, 362, 366, 326, 350, 365, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and, as part of their major, complete a substantial independent project of honors quality. Honors candidates should meet with their departmental adviser early spring semester of their junior year to develop a proposal for the honors project to be submitted by the first week of April. The theater department will assign an honors project adviser to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer adviser upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper division theater arts courses. Ten practicum units are also required; a minimum of five need to be completed within the department. Transfers must also complete a minimum of five THP credits within the department. Theater Arts Minors The Theater Arts Department offers six minors: musical theater, performance, design/technical, film/performance, theater history and criticism dramaturgy, and a general theater arts minor. Please note: ALL theater arts minors are required to complete five theater practicum units (THP credits) in any of the three areas (acting/performance, production, or artistic/production management). Musical Theater Minor (5 courses): Four Required Courses: THR 232 Acting THR/MUE 235 Skills of Musical Theater THR 255 Introduction to Musical Theater THR 237 Dance for Musical Theater Take one of the following: THR 365 Advanced Acting MUE 294/494 Opera Workshop Performance Minor (5 courses): Two Required Courses: THR 232 Acting THR 250 Script Analysis Take three of the following: THR 116 Creative Drama THR 222 Introduction to Theater THR 226 Movement for the Theater THR 350 Voice for Stage, Speech, and Screen THR 365 Advanced Acting THR 495 Theater Topics Design/Technical Minor (5 courses): One Required Course: THR 328 Theatrical Design Take four of the following: THR 228 Stagecraft THR 250 Script Analysis THR/FLM 230 Scene Painting THR/FLM 275 Lighting and Sound for the Stage THR/ART 280 Costumes and Makeup for Performance Film/Performance Minor (5 courses): Two Required Courses: THR 323 Acting THR 233 Acting for the Camera Take three of the following: THR 226 Movement for the Theater ENL 241 Introduction to Cinema Arts THR 350 Voice for Stage, Speech, and Screen THR 365 Advanced Acting Theater History and Criticism Dramaturgy Minor (5 courses): Four Required Courses: THR 250 Script Analysis: Foundations of Theater THR 325 Playwriting THR 361 Theater History Criticism I THR 362 Theater History Criticism II Take one of the following THR 299 Directed Study in Dramaturgy THR 299 Directed Study in Theater History and Criticism Theater Arts Minor (5 courses): Four Required Courses: THR 250 Script Analysis: Foundations of Theater THR 232 Acting THR 362 Theater History Criticism II THR 366 Stage Direction Take one of the following: THR 228 Introduction to Stagecraft THR 328 Theatrical Design Theater Arts Courses THR/HPE 002 Lifetime Sports—Introduction to Dance and Composition (.0 course) This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. THR/HPE 005 Lifetime Sports—Modern Dance and Improvisation (.0 course) Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) THR 116 Creative Drama: Acting and Improvisation A study of theatrical movement, voice, mime, mask, improvisation, acting, and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for non-majors and does not fulfill credit toward the theater arts major. Attendance at theater productions required. Students will be required to pay for theater production tickets. THR 222 Introduction to Theater Introduction to Theater is an examination of theater as an artistic form and focuses on the appreciation and value of theater in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theater major. THR 226 Movement for the Theater A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing, and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. THR 228 Introduction to Stagecraft An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department’s fall productions. Open to all students. Thirty-hour lab requirement. THR/FLM 230 Scenic Painting for Stage and Film Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project, students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theater and film. THR 232 Acting An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in a final performance. Students attend and review local professional productions. THR 233 Acting for Camera An exploration of acting principles and techniques as it enhances and applies to oncamera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Alternate years) THR/MUS 235 Skills of Music Theater An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Alternate years) THR 237 Dance for Musical Theater Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the sociohistorical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. THR 245 Introduction to Asian and Asian American Theater A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. THR 250 Script Analysis: Foundations of Theater This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. THR 255 Introduction to Musical Theater This course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality on stage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. THR 265 Computer Drafting for the Stage and Architecture An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. THR 270 Black Theater An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. THR 275 Lighting and Sound for the Stage A practical study of the lighting and sound design processes for theater and beyond. This course leads the student step-by-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. THR 280 Costumes and Makeup for Performance A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage makeup application and design. THR 295 Topics An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. THR/ENL 325 Playwriting I An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (Prereq.: ENL 111 or 112 or HON 111, or consent of Theater Department chair. THR 250 or ENL 226 recommended. Alternate years) THR/ENL 326 Playwriting II A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. (Prereq.: THR 325 or ENL 325) THR 328 Theatrical Design Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. THR 350 Voice for Speech, Stage, and Screen A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Alternate years) THR 361 Theater History and Criticism I An overview of theater history, dramatic literature, and criticism from the classical Greek through the French Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater productions are required. Need not be taken sequentially with THR 362. (Prereq.: THR 250 and ENL 111 or 112 or HON 111. Fall: alternate years) THR 362 Theater History and Criticism II An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary performance. Reading a range of texts (including plays), writing a research paper, and attending local theater productions are required. Need not be taken sequentially with THR 361. (Prereq.: THR 250 and ENL 111 or 112 or HON 111. Fall alternate years) THR 365 Advanced Acting This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Prereq.: THR 250, THR 232, THR 362 or consent of instructor, and pass CT assessment or GST 100. Fall, spring) THR 366 Stage Direction A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: THR 362 and junior or senior standing) THR 425 New Methodologies of Stage Direction and Dramaturgy This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Prerequisite: THR 366. THR 495 Theater Topics Selected topics in theater. Internships and Independent Study Courses THR 199 Internship See descriptions for this and other internship options (on-campus, off-campus, half credit) under the Strommen Career and Internship Center, in the Academic Information section. THR 299 Directed Study See descriptions under the Strommen Career and Internship Center, in the Academic Information section. THR 399 Internship See descriptions under the Strommen Career and Internship Center, in the Academic Information section. THR 499 Independent Study/Research See descriptions under the Strommen Career and Internship Center, in the Academic Information section. Theater Practicum Courses THP courses involve practicum teaching and learning in the context of play productions and are required for the theater arts major/minor. All THP theater practicum courses are taken for noncredit with pass/no pass grading. Evaluation by the faculty mentor will be based on: 1) successful and timely completion of practicum area for which student is registered; 2) positive and professional attitude and work ethic demonstrated by the student; and 3) demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • Consent and signature of instructor • Supervision by theater faculty • A minimum of 30 hours of assessed participation by the student • Registration for THP course for semester when practicum is completed • Registration for practicum before deadline dates set by the Registrar’s Office Please note: • All majors will complete at least one THP 123 unit in costumes. • All majors will complete one THP 113 in lighting. • THP courses may be repeated. • Crew work required for classes/coursework does not count towards practicum. • Work-study hours do not count towards practicum. • Completion of THP 115 and 116 counts as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. • Transfer students are still responsible for the full unit requirements (10 major/5 minor.) Seven practicum units (major) or three units (minor) must be completed while at Augsburg, and units to be credited from previous schools should have program verification or a letter from a previous adviser. Theater Practicum Courses–Areas All theater arts majors in all concentrations are required to complete 10 practicum units (THP) from the three established units. Area 1: Performance THP 111/121/131/141/151 Theater Practicum: Acting/Performance 1 practicum unit (.0 course) Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366 Stage Direction Each major will complete between one and five THPs from the performance area. The Performance Area THPs are: THP 111 THP 121 THP 131 THP 141 THP 151 Fall Acting/Performance Winter Acting/Performance Spring Acting/Performance Studio Acting/Performance Misc. Performance Area 2: Production THP 113/123/133 Theater Practicum: Set, Costumes, Lights 1 practicum unit (.0 course) Set or costume building, lighting crew, for main-stage production. THP 114/124/134 Theater Practicum: Running Crew 1 practicum unit (.0 course) Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. THP 115/125/135 Theater Practicum: Stage Management–small project 2 practicum units (.0 course) Assistant stage management for main-stage production. THP 116/126/136 Theater Practicum: Stage Management–large project 3 practicum units (.0 course) Stage management for main-stage production. Each major will complete between four and eight THPs from the production area. The Production Area THPs are: THP 112, 122 or 132 THP 113, 123 or 133 THP 114, 124 or 134 THP 115, 125 or 135 THP 116, 126 or 136 THP 115, 125 or 135 THP 116, 126 or 136 House Management Set, Lights, Costumes Crew Running Crew Assistant Stage Manager Stage Manager Stage Manager–small project counts as two units Stage Manager–large project counts as three units. Area 3: Artistic/Production Management THP 117/127/137 Theater Practicum: Artistic Assistance 1 practicum unit (.0 course) Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Each major will complete one THP from this area. The Artistic/Production Management Area THPs are: THP 117 THP 127 THP 137 Fall Artistic/Production Assistance Winter Artistic/Production Assistance Spring Artistic/Production Assistance Please note that all theater practicum courses count as one theater practicum unit, except for stage management THPs. Urban Studies See Metro-Urban Studies. Women’s Studies—WST The women’s studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The women’s studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Women’s Studies Faculty Kristin M. Anderson, Stephanie Barnes, Janelle Bussert, Sarah Combellick-Bidney, Cass Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Anita Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include WST 201 Foundations in Women’s Studies, a mid-level course in feminist theory or feminist philosophy selected from an approved list, WST 485 (seminar), and WST 199 or WST 399 (internships). Weekend and Evening College (WEC) majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested students should speak with the WST director. The remaining six electives are to be selected from approved women’s studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the women’s studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the women’s studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200. Transfer students must consult an adviser about potential adjustments to their course requirements to fulfill each of these skills. Minor in Women’s Studies Five courses that must include WST 201; three electives, one of which must be upper division; and WST 485 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the women’s studies program coordinator. Minor or Concentration in Sexuality Studies (Women’s studies majors must take a concentration, rather than a minor, in sexuality studies) The five credit minor/concentration in sexuality studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies WST 201 Foundations in Women’s Studies SOC 266 Sociology of Sexualities WST 305 Issues in Queer Studies Elective Courses in Sexuality Studies WST 281 HPE 316 WST 315 WST 281/481 Topics: Sexuality and Gender: A Global Perspective Human Sexuality Margins as Center: Feminist Theory Topics: GLBT Issues in a Global Context (in Mexico) Minor or Concentration in Global Women’s and Gender Studies (Women’s Studies Majors must take a Concentration, rather than a Minor, in Global Women’s and Gender Studies). The five credit minor/concentration in global women’s and gender studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: WST 201 WST 315 POL 359 Foundations in Women’s Studies Margins as Center: Feminist Theory Topics: Women in Comparative Politics Elective Courses in Global Women’s and Gender Studies: WST 281 Topics: Sexuality and Gender: A Global Perspective WST 281/481 Topics: GLBT Issues in a Global Context (CGE) WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE) WST 362 WST 341 WST 357 WST 366 Walking the Truth: Culture, Gender, and HIV/AIDS in Sub-Saharan Africa Globalization, Social Struggles, and the Environment (CGE) Mexican History, Culture, and Cosmovision (CGE) Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America (CGE) AIS 208/408 Native American Women and Film AIS 233 Women: A Cross-Cultural Perspective AIS 305 Indigenous Issues of Central America AIS 320 American Indian Women ENL 365 Contemporary Postcolonial Fiction HIS 195/INS 233 Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America/Women in Cross-Cultural Perspective Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in women’s studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that govern students from these institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. Women’s Studies Courses WST 201 Foundations in Women’s Studies This multidisciplinary course introduces students to the contributions of women inhistory, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. WST 281 Topics WST 281 Topics: Gender and Islam The course introduces students to the diversity and heterogeneity of gender relations in Muslim societies in the Arab World, Europe, Africa, North America, and South and Southeast Asia. It traces Islam as a culturally-lived experience, spanning from the local to the transnational. The course introduces students to feminist theoretical arguments from the humanities and social sciences, and juxtaposes these to complex case studies from various locals in order to illuminate connections between Islam and rituals, ethnicities, gender, education, the media, travel, migration, citizenship, political commitments, and conflict and societal change. Concurrently the course aims to undo the many stereotypes about Islam, Muslim societies, and Muslim women. WST 281 Topics: Sexuality and Gender: A Global Perspective This course will explore global contemporary issues of sexuality and gender, examining social institutions and their impact on women's and men's experiences of gender and sexuality. The course will focus in depth on topics such as ritualized genital cutting, sex work and sex trafficking, sexual violence, disability and sexuality, maternal sexuality, and global LBGT movements. WST 281/481 Topics: Introduction to Men's Studies This course will look through a feminist academic lens at men and masculinity, particularly in relation to such topics as boyhood, health, relationships, sexualities, and violence. WST 281/481 Topics: GLBT Issues in a Global Context (CGE course; taught in Mexico) WST 305 Issues in Queer Studies A study of basic issues surrounding sexual orientation in the contemporary US culture, including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Prerequisites: WST 201 or prior coursework in related fields (history, sociology, psychology) or consent of the instructor(s). WST 313 Environmental Issues in Latin America: Environmental Theology and Ethics (CGE Course. See International Programs, Social Justice, Gender and the Environment) WST 315 Mid-Level Feminist Theory: Margins as Center This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts—including personal narratives, political statements, origin stories, and empirical studies—will be analyzed to highlight different theoretical approaches and multiple feminisms. WST 324 Liberationist, Feminist, Queer, and Postcolonial Theologies in Latin America (CGE Course. See International Programs—Crossing Borders: Gender and Social Change in Mesoamerica.) WST 335 Contemporary Latin American Women: Texts and Voices This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women's experiences. (Prereq.: SPA 311. Taught in Mexico.) (CGE Course.) WST 341 Globalization, Social Struggles, and the Environment (CGE Course. See International Programs, Migration and Globalization: Engaging Our Communities) WST 357 Mexican History, Culture, and Cosmovision An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Additional readings and written assignments will be required for upper division students. Taught on-site in Mexico through Center for Global Education. (Prereq.: 1 previous history course or consent of instructor required for 300-level course) WST 359 Women, Gender, and Social Change in Latin America (CGE Course. See International Programs, Crossing Borders: Gender and Social Change in Mesoamerica.) WST 362 Walking the Truth: Culture, Gender and HIV/AIDS in Sub-Saharan Africa This broad-based course explores the influence of culture and gender on the HIV/AIDS pandemic in Sub-Saharan Africa. The natural history, biology, and epidemiology of AIDS in Africa, as well as socio-cultural, ethical, theological and political responses to the disease are examined. (Augsburg Abroad course. Summer) WST 481 Topics in Women’s Studies WST 481 Topics: Research Methods This course will introduce students to interdisciplinary, qualitative research methods. We will explore the nature and ethics of the subject-researcher relationship and practice participant observation and interviewing skills. The final product of the course will be a completed research proposal. WST 485 Women’s Studies Seminar This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. WST 490 Women’s Studies—Keystone (0.0 course) This course provides a Keystone component for all WST majors. (Prereq.: WST 201 and permission of instructor) AIS 208/408 Native American Women and Film Beginning with issues of representation and a history of Hollywood’s portrayal of Native American women as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. AIS 233 Women: A Cross-Cultural Perspective This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of Eastern Europe, Mexico, the Middle East, and China. AIS 305 Indigenous Issues of Central America This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. May be taken in conjunction with WST 490 or AIS 490. AIS 320 American Indian Women Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over time and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. ART 352 Women and Art A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. (Prereq: ENL 111 or 112 or HON 111) ENL 365 Contemporary Postcolonial Fiction This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. (Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 367 Women and Fiction This course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women's writing (including race and class), the reflection of women's unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. (Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) ENL 385 Language and Power Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. (Prereq: ENL 220 or 221 or one 200-level literature, language, or theory course, or consent of instructor.) HIS 195/INS 233 HIS 282 Topics: Promoting Justice and Seeking Equality: Globalization and Women’s Grassroots Movements in Latin America/Women in Cross-Cultural Perspective History of Women Since 1848 This course examines in comparative perspective women's changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, ethnic, and sexual differences among women. HPE 316 Human Sexuality A study of the psychological, social, and biological components of human sexuality. (Prereq: HPE 110). POL 124 American Women and Politics Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. POL 359 Topics: Women in Comparative Politics Various aspects of women in comparative politics will be explored. (Prereq: one course in political science or consent of instructor.) REL 441 Feminism and Christianity Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. SOC 231 Family Systems The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and subcultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. SOC 265 Race, Class, and Gender Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. SOC 266 Sociology of Sexualities What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Internships and Independent Study Courses (Must be approved in writing by the women’s studies coordinator) WST 199 Internship WST 299 Directed Study WST 399 Internship WST 499 Independent Study/Research Youth and Family Ministry See listing under Religion. Augsburg College Board of Regents For more information, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ’65 Ann B. Ashton-Piper Karen Durant ’81 Matt Entenza, JD Mark A. Eustis Anthony L. Genia, Jr, ’85, MD Alexander J. Gonzalez ’90 Michael R. Good ’71 Norman R. Hagfors Jodi Harpstead Rev. Rolf Jacobson, PhD Eric J. Jolly, PhD Cynthia G. Jones ’81, PhD Dean Kennedy ’75 Toby Piper LaBelle ’96 The Honorable LaJune Thomas Lange ’68, JD Andre J. Lewis ’73, PhD Jennifer H. Martin, EdD Marie O. McNeff, EdD Paul S. Mueller ’84, MD Jeff Nodland ’77 Lisa Novotny ’80 Paul C. Pribbenow, PhD Bishop Peter Rogness, ex-officio Gary Tangwall ’80 Rev. David Tiede, PhD Bishop Harold Usgaard, ex-officio Rev. Norman W. Wahl ’76, DMin Bonnie Wallace Rev. Mark Wilhelm, PhD, ex-‐officio ELCA Program Unit for Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Program Director for Schools The Rev. Dr. Mark Wilhelm Augsburg College Faculty and Administration Beginning year of service of faculty and staff is indicated with parenthesis. College Leadership Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Information Officer. BA, University of Minnesota. Barbara A. Farley (2000). Vice President of Academic Affairs and Dean of the College. BA, College of Saint Benedict; MBA, PhD, University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD, University of Minnesota. Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer. BS, St. Cloud State University; MBA, St. Thomas University. Julie A. Edstrom (1991). Vice President of Enrollment Management. BA, MA, Augsburg College. Orval J. Gingerich (2001). Assistant Vice President of International Programs. Executive Director of Center for Global Education. BA, University of Iowa; MEd, University of Colorado; EdD, University of Virginia. Andrea L. Turner (2008). Assistant Vice President of Human Resources and Chief Diversity Officer, BA, Swarthmore College; JD, Case Western Reserve University. Administration Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State UniversityMoorhead; MA, Augsburg College. David Benson (2005). Director of Leadership Gifts, Development. BA, Concordia College; MA, North Dakota State University. Jesse Cashman (2011). Director, Public Safety. BA, College of St. Scholastica; MA, University of St. Thomas. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. MA, St. Paul Seminary School of Divinity-University of St. Thomas. Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington University. Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College. David Draus (2000). Director, Facilities and Risk Management. James Erchul (1997). Director, Enrollment Planning. BA, Marquette Unversity; MSW, University of Minnesota, Duluth. Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa. Marilyn E. Florian (1980). Assistant Athletic Director. Assistant Professor of Health and Physical Education. BA, Augsburg College; MS, St. Cloud State University. Orval J. Gingerich (2001). Assistant Vice President for International Programs. BA, University of Iowa; MEd, University of Colorado; EdD, University of Virginia. Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at Champaign-Urbana. Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota. Nathan J. Hallanger (2008). Special Assistant to the Vice President of Academic Affairs and Dean of the College. BA, Augustana College; MTS, Harvard Divinity School, Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary. Kevin Healy (2004). Director, Advancement Services. BS, Carroll College. Sherry Jennings-King (2002). Director of Leadership Giving, Development. BS, University of Tennessee. Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of Phoenix. Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS, University of Oregon. Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St. Mary Seminary. Penh Lo (2008). Director, Pan-Asian Student Services. BS, Minnesota State University, Mankato. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale University; DMin, San Francisco Theological Seminary. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University; EdM, Harvard University. Regina McGoff (1992). Director of Center for Global Education. BS, University of Minnesota; MBA, University of St. Thomas. Thomas. F. Morgan (1983). Executive Director of Center for Faith and Learning. Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Jane Ann Nelson (1999). Director of Library Services. BA, University of Sioux Falls; MA, University of Minnesota. Aly C. Olson (2001). Director, Student Support Services/TRIO. BA, Grinnell College; MA, University of Minnesota. Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant Professor of Business Administration. BSB., MEd, PhD, University of Minnesota. Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University. Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Kim Stone (2008) Director of Alumni and Constituent Relations. BA, Minnesota State University, Mankato; MBA, Nova Southeastern University. Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State University, Mankato. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. BA, Augsburg College. Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American University. Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. David T. Wold (1983). Director, Campus Ministries. College Pastor. BS, St. Olaf College; MDiv, Luther Seminary. Karl Wolfe (2007). Director Rochester Program. BA, Azusa Pacific University; MDiv, Asbury Theological Seminary; EdD, Pepperdine University. Faculty (Full-time) A Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community College; BSN., Winona State University; MA, Augsburg College. Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University. William Aleman (2011). Instructor of Physician Assistant Studies. Doctor in Medicine in Surgery, Universidad Central del Ecuador. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, Luther-Northwestern Seminary; PhD, University of Minnesota. Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota. Elizabeth Ankeny (2008). Associate Professor of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin-Madison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminar; PhD, University of Minnesota. William M. Arden (2005). Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. B Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. BA, University of Minnesota; PA Certificate, Augsburg College; MA, University of Nebraska, Omaha. David D. Barrett (2011). Assistant Professor of Health and Physical Education. AA, Normandale Community College; BA, Texas Lutheran University; MEd, Southwest Texas State University; PhD, University of Minnesota Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene University; MPAS, University of Nebraska. Bruce Batten (2008). Assistant Professory of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia. Katherine A. Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State University-Mankato; MA, Augsburg College. Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. BA, St. Olaf College; MS, PhD, Clemson University. Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. D. Kimberly Bowden (2006). Assistant Professor, part-time, Art. BLA, BS, MFA, University of Minnesota. Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Michael Buck (2010). Assistant Professor of Music. BME, St. Olaf College; MME, Vandercook College of Music; PhD, University of Southern Mississippi. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical Director). BA, Augsburg College; MFA, University of Minnesota. Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of Wisconsin-Stout; EdD, University of Minnesota Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD, North Dakota State University. Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University. Mauricio Cifuentes (2011). Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana; MSW, PhD, Loyola University. Anthony J. Clapp (2001). Assistant Professor of Health and Physical Education. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MN, Augsburg College. Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. PhD, Indiana UniversityBloomington. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Assistant Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Ankita Deka (2008). Assistant Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois-Urbana. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music. Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of Wisconsin-Madison. Grace B. Dyrud (1962). Professor of Psychology. BA, MA, PhD, University of Minnesota. E Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. BSN, St. Olaf College; MA, PhD, University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA, University of Wisconsin-Madison. Carol A. Enke (1986). Instructor of Health and Physical Education. BS, MEd, University of Minnesota. Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of Minnesota – Duluth; PhD, University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Barbara Edwards Farley (2000). Vice President of Academic Affairs and Dean of the College. Associate Professor of Business Administration. BA, College of St. Benedict; MBA, PhD, University of Minnesota. Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. BS, Linfield College; PhD, University of Illinois. Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University. Marilyn E. Florian (1980). Assistant Professor of Health and Physical Education. Women’s Athletic Director. BA, Augsburg College; MS, St. Cloud State University. Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. John A. Furia (2004). Assistant Professor of Business Administration. BA, Rhode Island College; MPA, University of Rhode Island. G Annette M. Gerten (1997). Associate Professor of Social Work. BA, College of St. Catherine; MSW., University of Michigan; PhD, University of Minnesota. Keith F. Gilsdorf (2001). Associate Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois–Champaign-Urbana Jennifer Grant (2010). Assistant Professor of Business. BA, St. Olaf College; MS, University of Minnesota; MBA, Northcentral University; PhD, Graduate Theological Foundation. Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University. William D. Green (1991). Associate Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota. Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD, University of Minnesota. Ann Grugel (2009). Assistant Professor of Education. BA, St. Olaf College; MS, PhD, University of Wisconsin–Madison. Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. Donald R. Gustafson (1961). Professor of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin. H Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. John U. Harkness (2001). Assistant Professor of English. BA, University of Minnesota; PhD, Harvard University. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Paloma Hesemeyer (2010). Assistant Professor of Psychology. BA, Mills College; PhD, University of Minnesota. Garry W. Hesser (1977). Professor of Sociology. Director of Metro-Urban Studies. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MA, Art Institute of Boston. I Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin; PhD, University of Minnesota. Colin C. Irvine (2003). Associate Professor of English. BA, Carroll College; MA, University of Notre Dame; PhD, Marquette University. Gretchen Kranz Irvine (1993). Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. J Karl N. Jacobson (2007). Assistant Professor, full-time, Religion. BA, St. Olaf College; MDiv, Luther Seminary. Sophia J. Jacobson (1999). Assistant Professor, full-time, American Indian Studies. BA, Metropolitan State University; MA, EdD, University of St. Thomas. Jeffrey E. Johnson (1985). Associate Professor of Physics. BS, MS, MBA, PhD, University of Minnesota. Martha B. Johnson (1988). Professor of Theater Arts. BA, MA, PhD, University of WisconsinMadison. K Amin E. Kader (1974). Associate Professor of Business Administration. BComm, University of Cairo, Egypt; MBA, University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University. Kenneth S. Kaminsky (1987). Professor of Mathematics. AB, MS, PhD, Rutgers University. Ned D. Kantar (1999). Assistant Professor of Music. BS, MA, University of Minnesota. Ashok K. Kapoor (1998). Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman (1987). Associate Professor of Education. BS, MA, PhD, University of Minnesota. Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Ericka Kimball (2012). Assistant Professor of Social Work. BSW, College of St. Catherine; MSW, Augsburg College. Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD, Eastman School of Music. Kel Abel Knochel (2010). Assistant Professor of Social Work. BA, Albright College; MSW, Spalding University of Social Work; PhD, University of Minnesota. Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota. Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith College; PhD, University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of Wisconsin-Madison. L Steven J. LaFave (1991). Professor of Business Administration. BA, Michigan State University; MA, University of Michigan; MBA, University of Minnesota. Suzanne W. Lagerwaard (2005). Instructor, part-time, Education. BA, University of Florida; MEd, University of Minnesota. Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook (2000). Assistant Professor, full-time, Master of Arts in Leadership. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Laura K. Lazar (2005). Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University. Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case Western Reserve University. Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Terrence Lewis (2011). Assistant Professor of Social Work. BA, Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa. Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Edward D. Lotterman (2005). Assistant Professor of Economics. BA, MS, University of Minnesota. Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. M Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington; DNP, St. Catherine University. Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Mary Lee McLaughlin (1993). Assistant Professor, Librarian. BA, Western Michigan University; AMLS, University of Michigan; MA, Michigan State University. Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Catherine Micek (2010). Assistant Professor of Mathematics. BA, University of St. Thomas; MS, PhD, University of Minnesota. Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College. David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, Luther-Northwestern Seminary. Sarah Myers (2009). Assistant Professor of Theater Arts. BS, Northwestern University; MFA, PhD, University of Texas. N Susan K. Nash (1998). Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Steven J. Nerheim (2004). Medical Director, Assistant Professor, part time, Physician Assistant Studies. BA, Northwest College; MDiv, Luther Theological Seminary; MD, University of Minnesota. O Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD, University of Minnesota. Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota. P Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Donna R. Patterson (2006). Assistant Professor, full-time, Education. BA, MEd, University of Minnesota. Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota. Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire; MA, St. Mary’s College; MS, University of Minnesota; PhD, University of Colorado. Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Ronald W. Petrich (1980). Assistant Professor of Education. BA, Augsburg College; MA, United Theological Seminary. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National University, Tehran; MA, University of Nice; PhD, University of California, Los Angeles. Diane L. Pike (1981). Professor of Sociology. A., Connecticut College; PhD, Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. R Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota. Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. S Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. David G. Schwain (1995). Assistant Professor, full-time, Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Kathryn A. Schwalbe (1991). Professor of Business Administration. BS, University of Notre Dame; MBA, Northeastern University; PhD, University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. BA, Texas Christian University; PhD, University of Texas. Barbara Short (2011). Associate Professor of Education. BA, Augustana College; MS, EdD, Illinois State University. Kaija Sivongsay (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg College. Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota, Twin Cities. Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St. Thomas; PhD, University of Minnesota. John J. Stangl (1991). Instructor, part time, Education. BS, MA, University of Minnesota. Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota. Kris Stellon (2012). Assistant Professor of Nursing. BA, MA, College of St. Scholastica. Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University. Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Beverly J. Stratton (1986). Professor of Religion. BA, MA, Boston University; MA, DTh, Luther Seminary. Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, clinical site director. BS, University of Minnesota; PA Certificate, Augsburg College; MPAS, University of Nebraska Medical Center. Ismael S. Talke (2012). Assistant Professor of Mathematics. BSc, University of Asmara; MSc, University of Natal; MSc, PhD, Montana State University. Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. JosephTowle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA, PhD, University of Minnesota. Mark D. Tranvik (1995). Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College MA, University of Nebraska; DPA, Hamline University. U-V Joseph Underhill (1998). Associate Professor of Political Science. BA, University of CaliforniaBerkeley; MA, San Francisco State University; PhD, University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. BA, Gustavus Adolphus College; MS, Mankato State University. Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. BS, University of Minnesota; PhD, Iowa State University. Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd, Georgia Southwestern College. W Dana Wagner (2008). Assistant Professor of Education. BA, St. Olaf College; MEd, University of Minnesota. Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana, Legon; PhD, University of Nebraska-Lincoln. Mzenga A. Wanyama (2006). Assistant Professor of English. BA, MA, University of Nairobi, Kenya; PhD, University of Minnesota. Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver; BS, MA, Minnesota State University-Mankato. Shana K. Watters (2007). Assistant Professor of Computer Science. AA, Northern Virginia Community College; BS, South Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota. Mike Weimerskirch (2011). Assistant Professor of Mathematics. BA, Northwestern University; MA, University of St. Thomas; PhD, University of Minnesota. Patricia F. Weiss (1991). Associate Professor, part time, Education. Paideia Associate-inResidence. BA, Boston College; MEd, PhD, University of North Carolina. Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Emanuelle Wessels (2010). Assistant Professor of Communication Studies. BA, University of Iowa; MA, PhD, University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud State University; MS, Syracuse University. Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS, Finch University of Health Sciences. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Assistant Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. John M. Zobitz (2007). Assistant Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University. Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University. Charles S. Anderson. President Emeritus. BA, St. Olaf College; MA, University of Wisconsin; BTh, Luther Theological Seminary; PhD, Union Theological Seminary. Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theater Arts. BS, MA, PhD, University of Minnesota. John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Vern M. Bloom. Professor Emeritus of Social Work. BA, MSW, University of Minnesota. Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota. Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of MissouriColumbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota. Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. BA, BSL, BSEd, MA, University of Minnesota; PhD, Arizona State University. Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota. Stephen M. Gabrielsen. Professor Emeritus of Music. BA, Augsburg College, MA, PhD, University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. BA, Lake Forest College; MA, PhD, University of Chicago. Orloue Gisselquist. Professor Emeritus of History. BA, MA, PhD, University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University. Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of CaliforniaBerkeley. Marie O. McNeff. Professor Emerita of Education/Dean Emerita. BS, MEd, EdD, University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota. Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota. Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University. Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh, ThD, Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MA, University of Minnesota. Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa. David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania.
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Title: Augsburg College Graduate Catalog, 2012-2013
Collection: Course Catalogs
Search Result: 2012-2013 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies...
Show more 2012-2013 Graduate Studies Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master of Social Work at Graduate Studies Catalog 2012-13 Official publication of Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 612-330-1000 This catalog should answer most questions students have about Augsburg College’s graduate programs. Although information was current at the time of publication, it is subject to change without notice. The written policies in the catalog are the College policies in force at the time of printing. It is the responsibility of each student to know the requirements and academic policies in this publication. If you have questions about anything in this catalog, consult the Office of Admissions, the graduate program directors, or the registrar. See the Directory page for e-mail and telephone contacts to key offices for correspondence or telephone inquiries. Published 2012 www.augsburg.edu A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President, Augsburg College Greetings from the Academic Affairs Office Welcome to our graduate programs. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art classrooms, with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All our programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Barbara A. Farley Vice President of Academic Affairs and Dean of the College Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies Table of Contents Greeting from the President Greeting from the Academic Affairs Office Directory of Offices and Programs About Augsburg College Academic Programs and Policies Graduate Admissions Financing Your Education Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Doctor of Nursing Practice Master of Business Administration Master of Science in Physician Assistant Studies Master of Social Work College Information Maps (Minneapolis and Rochester campuses) Augsburg Board of Regents Directory of Offices and Programs Academic Affairs: 612-330-1024 Master of Arts in Education (MAE) Vicki Olson, Director: 612-330-1131 Karen Howell, Coordinator: 612-330-1354 maeinfo@augsburg.edu www.augsburg.edu/mae Master of Arts in Leadership (MAL) Norma Noonan, Director: 612-330-1198 Patty Park, Coordinator: 612-330-1150 malinfo@augsburg.edu www.augburg.edu/mal Master of Arts in Nursing (MAN) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant manursing@augsburg.edu www.augsburg.edu/ma_nursing mbainfo@augsburg.edu www.augsburg.edu/mba Doctor of Nursing Practice (DNP) Cheryl Leuning, Dept. Chair and Director: 612-330-1214 Patty Park, Coordinator: 612-330-1150 Sharon Wade, Program Assistant: 612-330-1209 Linden Gawboy, Administrative Assistant nursing@augsburg.edu www.augsburg.edu/dnp Office of Admissions: 612-330-1101 or gradinfo@augsburg.edu www.augsburg.edu/grad Bookstore: 612-359-6491 Center for Counseling and Health Promotion: 612-330-1707 or www.augsburg.edu/cchp Campus Ministry: 612-330-1732 or campmin@augsburg.edu Master of Business Administration (MBA) Steven Zitnick, Director: 612-330-1304 Katherine Fagen, Coordinator: 612-330-1774 mbainfo@augsburg.edu wwww.augsburg.edu/mba Enrollment Center: 612-330-1046, 1-800-458-1721, or enroll@augsburg.edu Questions about registration, financial aid, transcripts, payments, accounts Master of Science in Physician Assistant Studies (PA) Dawn Ludwig, Department Chair and Director: 612-330-1399 Carrie Benton, Coordinator: 612-330-1518 paprog@augsburg.edu www.augsburg.edu/pa International Student Advising (ISA): 612-3301686 or http://www.augsburg.edu/isa/ Master of Social Work (MSW) Lois A. Bosch, Director: 612-330-1633 Holley Locher-Stulen, Coordinator: 612-330-1763 mswinfo@augsburg.edu www.augsburg.edu/msw Master of Social Work and Master of Arts in Theology (MSW/MA) Luther Seminary: 651-641-3521 Master of Social Work and Master of Business Administration (MSW/MBA) Lois A. Bosch, MSW Director: 612-330-1633 Steven Zitnick, MBA Director: 612-330-1304 Lindell Library: 612-330-1604 or www.augsburg.edu/library Public Safety: 612-330-1717 or security@augsburg.edu Registrar’s Office: 612-330-1036 or registrar@augsburg.edu Rochester Campus Program Office: 507-288-2886 or rochinfo@augsburg.edu Welcome/Information Desk: 612-3300-1000 About Augsburg College At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community, committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by our urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wis., and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history.html Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it; • An Augsburg education should be preparation for service in community and centers of faith; • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg’s undergraduate program of liberal arts and sciences is offered on both a traditional weekday schedule and a non-traditional weekend and evening schedule. Augsburg offers the following graduate programs: Master of Arts in Education (MAE) Master of Arts in Leadership (MAL) Master of Arts in Nursing (MAN) Master of Business Administration (MBA) Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice Dual degrees: BA in accounting/MA in leadership Master of Social Work/Master of Business Administration Master of Social Work/MA in theology, with Luther Seminary Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisers and participate regularly in campus activities. Minneapolis and Rochester Locations Augsburg’s Minneapolis campus Augsburg’s Minneapolis campus surrounds Murphy Square, the oldest park in the city of Minneapolis. The University of Minnesota West Bank campus and one of the city’s largest medical complexes—the University of Minnesota Medical Center, Fairview—are adjacent to Augsburg, with the Mississippi River and the Seven Corners theater district just a few blocks away. Convenient bus routes run by the campus, and two Hiawatha Line light rail stations are just blocks away. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, Minn., located at Bethel Lutheran Church. For maps, directions, and parking information, go to www.augsburg.edu/about/map. Augsburg established its branch campus in Rochester, Minn., in 1998. Classes in Rochester meet on an evening schedule with occasional Saturdays, making them accessible to working adults. There are three trimesters in each academic year, and students can enter degree programs in the fall, winter, or spring. Several complete degree programs are available through the Rochester campus. In addition, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the day or Weekend College program on the Minneapolis campus. Students who enroll in Rochester courses are required to use technology in the learning and communication process through the online course management system. For more information, go to www.augsburg.edu/rochester or call the Office of Admissions at 612-330-1101 or the Rochester program office at 507-288-2886. Augsburg’s Rochester campus Augsburg’s Rochester campus is located in the facilities of Bethel Lutheran Church (ELCA) just a few blocks south of the heart of a city of approximately 100,000 residents. Situated in the heart of the Midwest, the community has a rich ethnic diversity and superior technological resources. Students at the Rochester campus are students of Augsburg College. As such, our purpose is to “educate for service,” by preparing and equipping women and men to make a difference in the world. On the Minneapolis Campus Admissions Offices The Office of Admissions is located on the main level of Christensen Center. The Physician Assistant Studies Program admissions office is located in Anderson Hall. Augsburg for Adults Office Augsburg for Adults focuses on adult-centered educational programs and assists adult learners in all programs. It evaluates how the program fulfills their needs and identifies the educational services to help them succeed. The Augsburg for Adults office is located in Oren Gateway Center 110. Augsburg Abroad The Augsburg Abroad office, located in Murphy Place, provides advising and administrative services for students interested in an international experience. Resources for study, work, internship, and volunteer opportunities abroad are available. Bookstore The Augsburg College Bookstore, operated by Barnes and Noble, is located in the Oren Gateway Center. Online purchasing, phone purchasing, and delivery services are available through the bookstore. Counseling and Health Promotion The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center is located at 628 21st Avenue South. Christensen Center Christensen Center, with admission offices, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications, is the College center and the hub of campus life. Food Services A variety of food options are available both in the Christensen Center and in Oren Gateway Center. Foss, Lobeck, Miles Center for Worship, Drama, and Communication The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are housed in this complex, which provides space for campus ministry, the theatre and communication studies offices, as well as the film program. Foss Center’s lower level is home to the Center for Learning and Adaptive Student Services (CLASS). James G. Lindell Family Library This library and information technology center houses all library functions and brings together the computer technology resources of the College. The library is located on the block of campus bordered by 22nd and 21st Avenues, and by Riverside Avenue and Seventh Street. Kennedy Center This three-story addition to Melby Hall features a wrestling training facility, classroom space, locker rooms and fitness facilities, as well as hospitality and meeting rooms, classrooms, and offices. Melby Hall This complex provides facilities for the Health, Physical Education, and Exercise Science Department, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and serves as the College’s general auditorium. Music Hall Music Hall contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main Home for the Languages and Cross-Cultural Studies, and Art Departments, Old Main was extensively remodeled in 1980, combining energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center Dedicated in 2007, Oren Gateway Center is positioned on Riverside Avenue to serve as the “gateway” to campus. It houses Alumni Relations, Parent and Family Relations, Institutional Advancement, the Master of Business Administration program, the Master of Arts in Leadership program, the Center for Faith and Learning, and the StepUP program. The center also includes student residence apartments, the Gage Family Art Gallery, Augsburg Bookstore, Nabo Café, classrooms, and the Johnson Conference Center. Science Hall Classrooms, science laboratories, a medium-sized auditorium, faculty offices, and Finance and Administration offices are found in Science Hall. Sverdrup Hall The Enrollment Center, classrooms, and faculty offices are located in Sverdrup Hall. Sverdrup-Oftedal Memorial Hall Originally built as a dormitory, Memorial Hall contains the president’s office, Human Resources, and other administrative and faculty offices. Student Technology Center/TechDesk The Student Technology Center/TechDesk, located on the ground floor of the Lindell Library, functions as the initial point of customer contact for the Augsburg Information Technology Department. The TechDesk staff field requests for computer and media support. Many questions can be answered by searching the TechDesk web page at http://www.augsburg.edu/techdesk/ or by contacting them at 612-330-1400, at techdesk@augsburg.edu., or instant messaging on the webpage. Hours are generally business hours during the week and some weekend hours. Current hours are posted on the website. AugNet Account All students receive an AugNet email account. All official correspondence from the College is sent to this account and students are responsible for checking it. Students also have a secure network folder on the College’s network that is backed up weekly. The folder is accessible from both on- and offcampus. Computing Students have access to more than 250 on-campus computers with their AugNet account. There are both PC and Macintosh desktop computers available in the Lindell Library Learning Commons and computer lab and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology- enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the Library. A valid Augsburg ID is required. All campus computers are equipped with a standard suite of software including Microsoft Office, SPSS, and Internet browsers. Additionally, a RemoteLab service provides access to campus software to off-campus students. See the TechDesk website for more information. A high-speed fiber optic campus network provides access to AugNet online services, printing, and connections to the Internet and Internet2. Network-ready student machines can connect to the campus network using WiFi. All of the AugNet online services and several of the registrar’s student services are available securely on the Inside Augsburg web page, http://inside.augsburg.edu to students on and off-campus. Accreditation, Approvals, and Memberships Augsburg is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education • Association of Collegiate Business Schools and Programs (ACBSP) (Augsburg’s MBA is a candidate for accreditation) • Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) • Commission on Collegiate Nursing Education (CCNE) (Augsburg’s master’s degree is full accredited; the doctoral degree is a candidate for accreditation) • Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • American Chemical Society • Minnesota Board of Teaching • National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) • National Association of Schools of Music Augsburg College is an institutional member of: • American Association of Colleges and Universities (AACU) • American Association of Colleges of Teacher Education (AACTE) • American Association of Higher Education (AAHE) • American Music Therapy Association, Inc. • Association of Collegiate Business Schools and Programs (ACBSP) • Campus Compact • Council of Independent Colleges (CIC) • Lutheran Education Council in North America (LECNA) • National Association of Schools of Music (NASM) • National Society for Experiential Education (NSEE) • Physician Assistant Education Association (PAEA) • Associated Colleges of the Twin Cities (ACTC), • • • Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council (MPCC) Twin Cities Adult Education Alliance (TCAEA) See individual graduate program sections for additional accreditation and affiliation citations. Augsburg College is registered as a private institution with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Credits earned at the institution may not transfer to all other institutions. Augsburg College Facts and Figures • • • • • • • • • • • • • Location—Augsburg College was founded in 1869 in Marshall, Wis. The College moved to Minneapolis in 1872. Religious affiliation—The Evangelical Lutheran Church in America (ELCA). Although a plurality of students are Lutheran, 16 percent are Roman Catholic, and 25 percent represent other denominations and religions. Enrollment—4,109 students from 26 countries. Graduate student enrollment is 871. Alumni—Appox. 24,000 alumni since 1870, including more than 1,200 graduate program alumni. Student/Faculty ratio—13 to 1 Campus—18 major buildings. Major renovations to classrooms in 2007. Accessibility—Augsburg is one of the most accessible campuses in the region. A skyway/tunnel/elevator system provides inside access to 12 major buildings. Degrees granted—BA, BS, BM, MA, MBA, MS, MSW, DNP Library—Over 190,000 items, direct access to more than 2.5 million through CLIC, the Twin Cities private college library consortium. Calendar year—Weekend/evening trimesters and weekday semesters, varying by the graduate program Majors—More than 50 majors in 35 departments and programs with two five-year degrees (BA in accounting with MAL, and BS/MSW in social work). Six master’s degree programs and one doctoral program, plus several dual degrees. Off-campus programs—The Office of International Programs offers programs through Augsburg’s Center for Global Education and International Partners programs for short- and longer-term study abroad for both undergraduate and graduate students. Athletic affiliation—Minnesota Intercollegiate Athletic Conference (MIAC), and National Collegiate Athletic Association (NCAA), Division III. Clery Act information The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps/security/report.html. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (See Physician Assistant Studies for details of its program policy.) Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Office of Human Resources, CB 79, Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454, or 612-330-1058. FERPA The Family Educational Rights and Privacy Act (FERPA) of 1974 as amended, provides certain rights to students regarding their education records. Augsburg College understands that no information other than “directory information” can be released without the written permission of the student. Students must give permission in writing for educational information to be released to anyone outside of the official personnel (faculty and administration) at Augsburg. For example, this means that faculty or others cannot write letters of support/recommendation or nominate students for awards unless explicit written permission is given by the student to release non-“directory information.” It is not sufficient to ask for letters of recommendation. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. You must request to review your education records in writing, with your signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records as you requested. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One exception which permits disclosure without consent is disclosure to school officials with legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the Board of Trustees, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • The student’s name; • The student’s address; • The student’s telephone number; • The student’s e-mail address; • The student’s date and place of birth; • The student’s major and minor field of study; • The student’s academic class level; • The student’s enrollment status (FT/HT/LHT); • The student’s participation in officially recognized activities and sports; • The student’s degrees and awards received; • The weight and height of members of athletic teams; • The student’s dates of attendance; • The most recent previous educational agency or institution attended by the student; and • The student’s photograph. Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Office of the Registrar must be notified in writing of your intent to withhold your Directory Information. If the notice is not received by the registrar prior to Sept. 15 (or within 10 school days of the start of a subsequent term for a new student), it will be assumed that all Directory Information may be disclosed for the remainder of the current academic year. A new notice for withholding disclosure must be completed each academic year. Right to complain to FERPA Office You have the right to file a complaint with the Family Educational Rights and Privacy Act Office, U.S. Department of Education, 400 Maryland Ave. S.W., Washington, D.C., 20202-4605, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Academic Programs and Policies Academic Calendars Most of our graduate programs meet on a trimester calendar. Physician Assistant Studies classes meet on a semester day schedule. The official academic calendars for individual programs can be found at www.augsburg.edu/registrar. All academic calendars are subject to change. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide/) Academic Evaluation Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. The numeric grade point definition for Graduate Studies is: 4.0 grade points Achieves highest standards of excellence 3.5 grade points Achieves above acceptable standards 3.0 grade points Meets acceptable standards 2.5 grade points Meets minimum standards 2.0–0.0 grade points Unacceptable performance P N V W I X Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Withdrawn Status W—Grade given when a student withdraws from a course after the deadline without notation on the record Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Office of the Registrar that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Academic Probation Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each trimester for up to 15 trimesters or until a grade for the completion course is submitted by the project adviser. Continuation course 999 maintains students’ active status in the graduate program, including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per trimester. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a collegewide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the registrar’s office will not continue to automatically enroll the student in continuation 999. The registrar’s office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty adviser and, if necessary, request that the faculty adviser submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Office of the Registrar. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. The Enrollment Center will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Course credit and contact hours A full credit course (1.0) is equal to four semester credits or six quarter credits. Each full course on the trimester schedule meets for approximately 28 contact hours (MSW trimesters meet for 32 hours, and the PA weekday semester schedule is approximately 45 hours) with the expectation of substantial independent and group study offered through the web-based electronic course management system. Doctor of Nursing Practice—For information about course credits and contact hours for the Doctor of Nursing program, see p. 49. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Dismissal from the College A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVP-Graduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Social Work, Education, Physician Assistant Studies, Nursing, Business, Leadership). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping Courses or Withdrawing Students who enroll in courses but later decide not to attend must formally drop their courses through the registrar’s office prior to the start of classes to avoid being charged for those courses. Students who do not properly drop courses will be responsible for the tuition, regardless of non-attendance. Courses may be dropped or withdrawn online through AugNet Records and Registration or in person at the Enrollment Center during hours of operation. If you need assistance with this, contact your program faculty at least two days in advance of the start of classes. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available at the Enrollment Center. Terms of Non-attendance Students who interrupt their program enrollment for longer than one semester or three trimesters must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their adviser and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of course credits that can be transferred to these program is as follows: Master of Arts in Education (2.0) Master of Arts in Leadership (2.0) Master of Arts in Nursing (3.0) Master of Business Administration (6.0) Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (8.0) Augsburg course credits are equivalent to four semester hours or six quarter hours. Therefore, transfer credits that are reported to Augsburg as semester or quarter hours are converted to Augsburg course credits by dividing by four or six respectively. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and gradepoints from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Students have a right to experience education without discrimination. Grievance Procedures Involving Augsburg College Faculty Members and Students Part I—Introduction/Preface Augsburg College is committed to a policy of treating fairly all members of the college community in regard to their personal and professional concerns. However, times do occur in which students think they have been mistreated. This procedure is provided in order to ensure that students are aware of the way in which their problems with faculty members can be resolved informally and to provide a more formal conciliation process when needed. Each student must be given adequate opportunity to bring problems to the attention of the faculty with the assurance that each will be given fair treatment. The faculty member must be fully informed of the allegations and given an opportunity to respond to them in a fair and reasonable manner. Definition of Grievance A grievance is defined as dissatisfaction occurring when a student believes that any conduct or condition affecting her/him is unjust or inequitable, or creates unnecessary hardship. Such grievances include, but are not limited to a violation, misinterpretation, or inequitable application of an academic rule, regulation, or policy of the College or prejudicial, capricious, or manifestly unjust academic evaluation. College policies and procedures that do not come within the scope of the Grievance Procedures are the sexual harassment policy, the sexual violence policy, the Committee on Financial Petitions, Discipline Process, and Academic Standing. Time Limits Time limits will include only business days (M–F) for the program in which the student was enrolled. (Weekends, and vacation days are not included; summer may not be included depending on the student’s program.) Part II—Informal Process It is always the student’s responsibility to know these procedures and timelines and to follow them. A. Any time a student feels that she/he has been mistreated by a faculty member, the student should contact the faculty member to discuss the problem and attempt to resolve it. B. If no mutually satisfactory solution can be reached with the faculty member or if, in unusual circumstances, the student prefers not to confer with the faculty member, the student should discuss the problem with the department chairperson of the faculty member and attempt resolution of the problem. C. If the problem cannot be resolved in discussions with the faculty member or department chairperson, or if the faculty member and the department chairperson are the same individual, the student may contact the vice president of academic affairs and dean of the College. D. The student must begin the Informal Grievance process within 15 days of the conduct giving rise to the grievance, by submitting an Informal Grievance Form to the vice president of academic affairs and dean of the College. • The time limit to begin the Informal Grievance process for a grade appeal will be 30 days from the last published finals date for the relevant term. It is the responsibility of the student to maintain a correct and current address on file with the registrar. • If the student could not reasonably be expected to be aware of the conduct when it occurred, the student will have 15 days to file the grievance from the date on which the student could reasonably be expected to be aware of the conduct or condition that is the basis for the grievance. It is the responsibility of the student to establish the reasonableness of such non–awareness. The vice president of academic affairs and dean of the College will determine if this paragraph applies to a grievant. • The vice president of academic affairs and dean of the College and the student must ensure the informal process is completed in 20 days. (See Part I for definition of time limits.) • In unusual circumstances, the time limit may be extended by the vice president of academic affairs and dean of the College. A grievant or respondent must submit a written request for such extension before the end of the time limit. If the vice president of academic affairs and dean of the College thinks the extension is warranted, the Dean will notify all concerned persons in writing. E. If the grievance has been resolved, either by agreement or by expiration of the time limits, a copy of the informal grievance and statements of the resolution will be kept by the vice president of academic affairs and dean of the College for one year. Neither a copy of nor any reference to the grievance will be placed in the personnel file of the respondent. If these informal discussions do not resolve the problem to the satisfaction of the student, a more formal conciliation procedure is available in Part III of this document. Note: A student must file a written grievance, per below, within five days after completion of the informal process Part III—Formal Process Preface If a student has a grievance with a faculty member that has not been resolved through the Informal Grievance Process described in Part II of this document, the student may then seek resolution through formal procedures. For a complete copy of the procedures, contact the dean’s office, Academic Affairs. Graduate Admissions Admission to Augsburg College All graduate programs require students to have a bachelor’s degree from a regionally-accredited fouryear institution. All graduate students must submit completed application forms that can be downloaded from each individual program’s web page, as listed below. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. MA, Education www.augsburg.edu/mae MA, Leadership www.augsburg.edu/mal MA, Nursing www.augsburg.edu/ma_nursing DNP www.augsburg/edu/dnp MBA www.augsburg.edu/mba MS, PA Studies www.augsburg.edu/pa MSW www.augsburg.edu/msw English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • • • • TOEFL (http://www.toefl.org/) (Test of English as a Foreign Language) score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) IELTS (http://www.ielts.org/) (International English Language Testing System) score report of 6.5. MELAB (http://www.tsa.umich.edu/eli/testing/melab/) (Michigan English Language Assessment Battery) score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Readmission to the College The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Admission of International Students Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 1) if the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a U.S. consulate, or 2) if the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: A. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials—to determine if your degree is equivalent to an accredited US bachelor’s degree. • Course-by-course evaluation—to show your complete course listing with credit values and grades received for each course. • Calculation of grade point average—to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at http://wes.org for direction on transcript evaluation. B. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a U.S. citizen or U.S. legal permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. Financing Your Education Costs for Graduate Studies Each academic year the Augsburg Board of Regents reviews costs and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. For current academic year costs for graduate study, go to the Enrollment Center webpage at www.augsburg.edu/enroll. Financing Your Education Financial assistance is available to graduate students who are enrolled in a total of at least 1.0 course credit per term in any of Augsburg’s graduate programs. Two full-credit courses per term is considered full time. You may be eligible to finance your education through loan programs from the State of Minnesota or the federal government. You may also select from a variety of payment plans available each semester or trimester, including a plan for those who receive company tuition assistance. Financial aid may be used for international programs where credit is offered. Payment Options Various payment plans are available: • Payment in full: Due after registration and before the beginning of the semester/trimester. No finance charge or administrative fee. Finance charge of 8% APR will apply toward any unpaid balance after the start of the term. • Loans, grants, and/or scholarships: If you plan to use the loans that you have been awarded, you must request the funding. These loans include Stafford, PLUS, Alternative/Private, etc. All loan requests (either paper or online) must be received and approved by the lender and certified by Augsburg’s financial aid office, on or before the first day of the term. Company Reimbursement An application for the Employer Reimbursement Payment Plan must be filed once each academic year. Students enrolled in the payment plan will be charged a $20 fee each term unless the account is paid in full by the start of the term or if financial aid will cover all costs for the term. This fee is nonrefundable after the 100% drop date. Final payment on any remaining balance is due 60 days after the end of the course. Accounts not paid in full by the due date will receive a monthly $50 late payment fee and are subject to further collection efforts. The student is responsible for payment if the employer does not pay for any reason. Sources of Financial Aid The Enrollment Center assists students in assessing financial aid eligibility and identifying various sources of aid. Sponsored Scholarships Augsburg actively pursues non-Augsburg funding for special scholarships. The availability of such scholarships may enable the participation of individuals with limited financial means as well as individuals working for volunteer agencies and other organizations not likely to provide tuition reimbursement. Refer to the program sections or contact the programs for more information. Military Discount At Augsburg College, we value the varied professional and academic experiences that our adult students bring to our campus community and are grateful to those who volunteer to serve in the military. Augsburg offers a 10% military tuition discount for the following: • • a member of the military currently serving full or part time (any branch) veteran of any branch of the United States Armed Forces. The military discount is available only to students in the Weekend and Evening College undergraduate program and graduate programs. Contact the Office of Admissions or go to www.augsburg.edu/military for more details. AmeriCorps Scholarships AmeriCorps scholarships are available to full-time graduate students. Contact the Enrollment Center for more details. Tribal and State Indian Scholarships American Indian students who meet federal, state, or tribal requirements may apply for these scholarships. Indian grants generally supplement other sources of financial aid. For assistance in application, contact Augsburg’s American Indian Student Services Program director at 612-330-1144 or your tribal agency. Federal and State Aid Programs The Enrollment Center uses standard, nationally accepted methodology to determine eligibility for federal and state financial aid programs. Federal Stafford Loan Program Common Loan Provisions Borrowing Limits: Graduate students may borrow up to $20,500 per year with an aggregate of $138,500 (undergraduate and graduate). A student may borrow from either the unsubsidized or subsidized programs or a combination of both but cannot exceed the annual loan limits. Repayment Terms: Repayment begins six months after you cease to be enrolled at least half time in an eligible program leading to a degree or certificate. Repayment may extend up to 10 years. Deferments: No interest accrues nor do payments need to be made at any time you are enrolled at least half time or for serving three years in the military, Peace Corps, or VISTA. Contact the Enrollment Center if you think you are eligible for a deferment. Supplemental Loans: If additional financing is needed, the Enrollment Center can offer guidance in selecting the appropriate loan. To Apply for Financial Aid Financial aid information is available at www.augsburg.edu/enroll Applicants must be admitted to Augsburg as regular students or be returning students in good academic standing to be eligible for financial aid. Applicants for graduate study must submit the Free Application for Federal Student Aid (FAFSA). To complete and submit the FAFSA electronically, go to www.augsburg.edu/enroll If a student is selected for verification, additional documents will be needed. Students in this situation will be contacted by the Enrollment Center. Financial Policies Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule (except for the minimum charge of $100 to cover administrative costs). Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. [NOTE: Tuition refunds and financial aid adjustments are not necessarily made on a one-to-one basis. For example, you could receive a 60% tuition refund but have 80% of your financial aid returned. Be sure you understand the financial consequences of making adjustments to your registration.] Students are responsible for canceling courses through the Enrollment Center in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. The refund schedule is effective whether or not a student has attended classes. All refunds of charges will be applied to the student account and all adjustments for aid, loans, fines, deposits, etc. will be made before eligibility for a cash refund of any resulting credit balance is determined. Allow two weeks for a refund. The refund is a percentage of the full tuition charged, not a percentage of any deposit paid toward tuition, e.g. deposits made under the employer reimbursement payment plan. For further information, contact the Enrollment Center, 612-330-1046, 1-800-458-1721, enroll@augsburg.edu, or www.augsburg.edu/enroll. Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. OUR PHILOSOPHY The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. OUR FACULTY Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. OUR ACCESSIBILITY We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly qualified teacher—the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows. Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with other generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K-12 initial teaching licenses offered at Augsburg include: • Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. • Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: * K-12 English as a Second Language • K-12 Special Education: Emotional and Behavioral Disabilities • K-12 Special Education: Learning Disabilities • K-12 Reading • Pre-Primary All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. See the MAE program director for details. Accreditations and Approvals Augsburg College is accredited by: • The Higher Learning Commission of the North Central Association of Colleges and Schools • National Council for the Accreditation of Teacher Education Augsburg College is approved by the Minnesota Board of Teaching. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires 9.0 or 10.0 Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Course Credit A full-credit graduate or undergraduate course (1.0) is equal to four semester credits or six quarter credits. Each full course offered within the weekend schedule meets for 28 hours with the expectation of substantial independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. The MAL degree completion courses are offered primarily through the weekend schedule. Summer session courses are offered weekdays and weekday evenings. The following teaching licenses are available entirely through the weekday evening and weekend schedule: elementary education, middle school and pre-primary specialty area endorsements, 5-12 social studies, 5-12 communication arts, and K-12 art. Additional licenses in the following areas are available through a combination of weekday, weekday evening, and weekend schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend and weekday evenings while some if not all of the content area courses are taken during the weekday. The weekend schedule is comprised of three trimesters spread from early September through late June. In general, classes are held every other weekend. The weekday schedule is comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum— Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-primary can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to six courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) EED 325/525 K-6 Literacy Methods (1.0)* To complete the license, the following undergraduate requirements must be completed: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0)* (taken concurrently with EED 325/525) EED 311 K-6 Methods: Health (.25) EED 312 K-6 Methods: Physical Education (.25) EED 336 Advanced Methods in Literacy (.5)* EED 341 K-6 Methods: Visual Arts (.25) EED 342 K-6 Methods: Music (.25) EED 350 K-6 Methods: Math (1.0)* EED 360 K-6 Methods: Science (1.0)* EED 370 K-6 Methods: Social Studies (.5) EED 380 Kindergarten Methods (.5)* EED 386 Children’s Literature (.5) EED 481,483 Student Teaching (2.0-3.0) 485, 487 EED 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre-primary endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-bycase basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. Elementary Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) EED 225 Foundations of Literacy Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will investigate theories, research, and practices involved in K-6 literacy development and instruction. Students will also strengthen their own understanding of English grammar and linguistics. EED 311 K-6 Methods: Health (.25 course) Examination and preparation of materials and resources for health at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 312 K-6 Methods: Physical Education (.25 course) Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) EED 331 Middle School Methods: Communication Arts/Literature/Writing (.5 course) Introduction to the teaching of writing at the middle school level. (Prereq.: Admission to department) EED 336 Advanced Methods in Literacy (.5 course) The study and use of differentiated assessment and instructional methods to meet literacy learning needs of a range of students, including students with learning difficulties and first languages other than English. (Prereq: Admission to department and EED 225 and 325/525) EED 341 K-6 Methods: Visual Arts (.25 course) Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 342 K-6 Methods: Music (.25 course) Examination and preparation of materials and resources for music at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) EED 370 K–6 Methods: Social Studies/Thematic Studies (.5 course) Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. (Prereq.: Admission to department) EED 380 Kindergarten Methods (.5 course) Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience. (Prereq.: Admission to department) EED 386 Children’s Literature (.5 course) The study of children’s literature and its uses in the elementary classroom. (Prereq: Admission to department) EED 481, 483, 485 Student Teaching Two to three courses of full-time, supervised classroom experience. Required for licensure. Occurs upon satisfactory completion of licensure and/or degree program. (Pre-req.: passing scores for MTLE Basic Skills tests) EED 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 Child Development (Prereq.: PSY 105 or equivalent) SOC 231 Family Systems OR SPE 490/540 Parent and Professional Planning (Graduate students using the preprimary endorsement must take SPE 540.) ECE 345/545 Foundations of Preprimary Education ECE 346/546 Learning environments for Preprimary Aged Children ECE 347/547 Immersion and Teaching Competence ECE 488 Preprimary Student Teaching Preprimary Endorsement Course Descriptions ECE 345/545 Foundations of Preprimary Education Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250,or their equivalents, and admission to department) ECE 346/546 Learning Environments for Preprimary Aged Children Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the synthesis between course readings and experience, and students’ experience working with current teachers in site-based field experience. Field experience (20 hours) is a critical part of this course. (Prereq.: PSY 105, 250, or their equivalents; ECE 345/545; admission to department) ECE 347/547 Immersion and Teaching Competence Students gain an understanding of how to deliver developmentally-appropriate instruction and assess learning appropriately for preprimary children. Students gain experience taking the perspective of families and communicating with them. A reflective practitioner’s skills are developed through selfevaluation of curriculum planning. Field experience (20 hours) is a critical part of this course. (Prereq.: admission to department; PSY 105, 250 or their equivalents; ECE 345, 346) ECE 488 Student Teaching in a Pre-Kindergarten Classroom One course of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests. K-12 and 5-12 Secondary Education K-12 and 5-12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends and weekday evenings: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekends and weekday evenings. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule. Students can obtain a 9–12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9–12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to six of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/Minnesota American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EDC 490/580 School and Society (1.0) ESE 300/500 Reading and Writing in Content Area (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESE 3XX K-12 or 5-12 Special Methods (1.0 –2.0)* ESE 481, Student Teaching (2.0-3.0) 483, 485 ESE 495 TPA and Student Teaching Seminar (.5) *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Secondary Licensure Course Descriptions HPF 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EDC 490/580 School and Society Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. (Prereq.: Admission to department) ESE 300/500 Reading/Writing in the Content Areas The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Fieldwork experience. (Prereq.: Admission to department). ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. Note: Students seeking 5–12 health and K–12 PE licenses do not take this course). ESE 310 K-12 Methods: Social Studies Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 311 Middle School Methods: Social Studies (.5) is taught concurrently with ESE 310 and is required for the middle school social studies endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 330 K–12 Methods: Mathematics Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 331 Middle School Methods: Mathematics is taught concurrently with ESE 330 and is required for the middle school mathematics endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 340 K–12 Methods: Science Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. ESE 341 Middle School Methods: Science is taught concurrently with ESE 340 and is required for the middle school science endorsement. Fieldwork experience. (Prereq.: Admission to department) ESE 350 K–12 Methods: Literature and Media Literacy Introduction to media literacy, adolescent literature, and the teaching of literature in the middle and high schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department.) ESE 351 K–12 Methods: Speaking and Listening (.5 course) Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. (Prereq.: Admission to department) ESE 360 K–12 Methods: Visual Arts Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 370 K-12 Methods: Music Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience. (Prereq.: Admission to department) ESE 481, 483, 485 Student Teaching Two to three courses of full-time, supervised student teaching required for licensure. Secondary licenses require two courses. K–12 licenses require three courses. Student teaching occurs upon satisfactory completion of licensure coursework. (Pre-req.: passing scores for MTLE Basic Skills tests) ESE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) Special Education There are two licensure options in the K–12 Special Education program: emotional/behavioral disabilities (EBD) and learning disabilities (LD). Both programs qualify students to teach in special education programs and positions; many students get licensure in both. The MAE program with licensure in special education is based on an innovative internship model that allows students employed in EBD and/or LD classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in EBD and/or LD classrooms across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg/edu/mae/academics/ais_focus.html for more information. The course descriptions are included below. The EBD/LD licensure programs are offered through the weekend trimester schedule. The Naadamaadiwin Tribal Special Education Cohort program is offered through the semester schedule. Special Education Licensure Requirements (These requirements are changing during 2012-13. The new requirements will be in place by Winter 2013, pending approvals. See the Education Department for updates.) Emotional/Behavioral Disabilities Core The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 EDC 206/566 EDC 310/533 EDC 410/544 EED 325/525 SPE 400/500 SPE 410/510 SPE 420/520 SPE 430/530 SPE 490/540 Orientation to Education (1.0)* Diversity/Minnesota American Indians (1.0) Learning and Development (1.0)* Learners with Special Needs (1.0)* K–6 Literacy Methods (1.0)* Teaching Students with Emotional/Behavioral Disabilities (1.0)** Implementing Assessment Strategies (1.0)** Planning, Design, and Delivery (1.0) ** Instructional and Behavioral Practices (1.0)** Parent and Professional Planning (1.0)** Learning Disabilities Core Students wishing to earn learning disabilities licensure in addition to emotional/behavioral licensure will take the above courses in the emotional/behavioral core and two additional specialty courses: SPE 424/524 Etiology and Origins of Learning Disabilities (1.0)** SPE 434/534 Teaching Content Areas to Students with Learning Disabilities (1.0)** A student wishing to earn only a learning disabilities license would take all of the above courses with the exception of SPE 430/530 Instructional and Behavioral Practices. To complete either license students will also need to complete certain requirements at the undergraduate level: EDC 220 Education Technology (.5) HPE 115 Chemical Dependency (.5) EED 225 Foundations of Literacy EED 326 Literacy Field Experience (0.0 course)* (taken concurrently with EED 325/525) EED 350 K–6 Methods: Math* EED 360 K–6 Methods: Science* SPE 315 Special Education Critical Issues Seminar (.5) SPE 481,483 Student Teaching (2.0) 485, 487 SPE 495 TPA and Student Teaching Seminar (.5) *Ten to 20 hours of field experience required as part of this course. **These courses are taken during the internship year. A significant amount of contact with students labeled EBD or LD is required. The ideal situation for the internship year is to be working in a K–12 setting with these students. Students not currently employed in schools must be available for extensive volunteer field placements during the internship year. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face to face and partially online. Courses are available only to those admitted to the special education tribal cohort program. SPE 501 Historical and Contemporary Issues in American Indian Education SPE 503 Assessment of American Indian Learners SPE 504 Working with American Indian Families and Communities SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression SPE 506 Indigenous Learners SPE 507 Indigenous Methods of Instruction: Practical Application SPE 508 Professional Issues and Development (.5 course credit) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483, Student Teaching (1.0–2.0) 485, 487 SPE 495 TPA and Student Teaching Seminar (.5) Special Education Licensure Course Descriptions HPE 115 Chemical Dependency Education (.5 course) An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education in an Urban Setting Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/Minnesota American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Educational Technology (.5 course) Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development in an Educational Setting A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EED 225 Foundations of Literacy Instruction in and discussion of literacy development in K-6 classrooms. In this course, students will investigate theories, research, and practices involved in K-6 literacy development and instruction. Students will also strengthen their own understanding of English grammar and linguistics. EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) EED 350 K-6 Methods: Mathematics Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department and MPG 3. Math 137 prior to EED 350 is recommended.) EED 360 K-6 Methods: Science Examination and preparation of materials and resources for science at the kindergarten and elementary levels. Fieldwork experience. (Prereq.: Admission to department) SPE 315 Critical Issues: Special Education Seminar (.5 course) This course is designed to support students seeking special education licensure throughout their internship year. Issues related to special education and their specific settings are the focus of the course. The department portfolio is completed as a part of this course. (Prereq: Admission to department.) SPE 400/500 Teaching Students with Emotional/Behavioral Disabilities This course presents an overview of learners with emotional and behavioral disabilities and learning disabilities. It addresses the historical and philosophical aspects of the EBD category, examines origins of student behavior and student learning styles, and addresses theoretical perspectives and conceptual models as they relate to this category of disability. (Prereq: Admission to department) SPE 501 Historical and Contemporary Issues in American Indian Education This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. (Prereq: Admission to the Naadamaadiwin program) SPE 502 American Indians and Special Education This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program; admission to the department) SPE 503 Assessment of American Indian Learners This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 504 Working with American Indian Families and Communities This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 505 The Manifestation of Multigenerational Trauma and Internalized Oppression This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 506 Indigenous Learners This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 507 Indigenous Methods of Instruction: Practical Application Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 508 Professional Issues and Development (.5 course credit) This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. (Prereq: Admission to the Naadamaadiwin program: admission to department) SPE 509 Literacy Instruction for American Indian Learners with Exceptionalities This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. (Pre-req: Admission to Naadamaadiwin program; admission to the department) SPE 410/510 Implementing Assessment Strategies This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. (Prereq: Admission to department) SPE 420/520 Planning, Design, and Delivery This course provides students with skills to write and implement individual program plans and to create effective learning environments for students labeled EBD. Particular attention is paid to inclusion models, diversity of student need, and forming partnerships with key school personnel. (Prereq: Admission to department) SPE 424/524 Etiology and Origins of Learning Disabilities This course will focus on the history and context of learning disabilities, which includes the medical and sociological aspects specific to learning disabilities. It will also teach students how to access information relevant to the field. (Prereq: Admission to department). SPE 430/530 Instructional and Behavioral Practices This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, proactive, and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. (Prereq: Admission to department) SPE 434/534 Teaching Content Areas to Students with Learning Disabilities This course will teach students how to identify, adapt, and implement developmentally appropriate instruction and strategies that support the learning of students identified as having learning disabilities. The specific focus will be on the areas of reading, writing, and listening comprehension; and math, reasoning, and problem solving skills. (Prereq: Admission to the department). SPE 490/540 Parent and Professional Planning This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. (Prereq: Admission to department). SPE 481, 483, 485, 487 Student Teaching (2.0) Two courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests) SPE 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to six of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the weekend trimester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend college students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 Orientation to Education (1.0)* EDC 206/566 Diversity/MN American Indians (1.0) EDC 310/533 Learning and Development (1.0)* EDC 410/544 Learners with Special Needs (1.0)* EED 325/525 K-6 Literacy Methods and non-credit Field Experience (EED 326) (1.0)* ESL 330/510 History and Structure of English (1.0) ESL 340/520 ESL Literacy (1.0)* ESL 490/530 Language, Culture, and Schools (1.0) ESL 420/540 ESL Methods (1.0)* To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 Chemical Dependency (.5) EDC 220 Educational Technology (.5) ESE 325 Creating Learning Environments (1.0)* ESL 310 Second Language Acquisition (.5) ESL 320 Introduction to Linguistics (.5) ESL 410 ESL Testing and Evaluation (.5) ESL 481, 483, 485 Student Teaching (3.0) ESL 495 TPA and Student Teaching Seminar (.5) *This course has a 20 hour field experience attached to it. English as a Second Language Licensure Course Descriptions HPE 115 Chemical Dependency An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. EDC 200/522 Orientation to Education Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Urban fieldwork experience. EDC 206/566 Diversity/MN American Indians This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. EDC 220 Education Technology Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio and/or visual technology for teaching/learning situations. EDC 310/533 Learning and Development A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications. Fieldwork experience. EDC 410/544 Learners with Special Needs The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes and special focus on needs of urban students. Fieldwork experience. (Prereq.: Admission to department or special permission of instructor) EED 325/525 K-6 Literacy Methods The study and use of a variety of assessment and teaching techniques and resources for literacy instruction, including the diagnosis and correction of reading difficulties. (Prereq.: Admission to department) EED 326 Literacy Field Experience (0.0 course) Taken currently with EED 325/525. Students will be given the opportunity to apply the knowledge learned within the context of EED 325/525 to an elementary classroom setting. (Prereq.: Admission to department) ESE 325 Creating Learning Environments An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis on creating environments conducive to learning. Fieldwork experience. (Prereq: Admission to department. ESL 310 Second Language Acquisition This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach; thus, attention will be paid to the implications of research for language instruction. (Pre-req: Admission to the Education Department) ESL 320 Introduction to Linguistics This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning. (Pre-req: Admission to the Education Department) ESL 330/510 History and Structure of English This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. (Pre-req: Admission to the Education Department) ESL 340/520 ESL Literacy By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literacy, biliteracy, and literacy assessment will all be explored. This course includes a 20 hour field experience. (Pre-req: Admission to the Education Department) ESL 410 ESL Testing and Evaluation This course provides an overview of procedures and instruments used in identifying and assessing English language learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The class also examines classroom and authentic assessment practices and seeks to build teacher skill in these areas. (Pre-req: Admission to the Education Department) ESL 420/540 ESL Methods This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy, current ESL trends, and techniques for teaching students at different levels will be examined. This course includes a 20 hour field experience. (Prereq: Admission to the Education Department) ESL 490/530 Language, Culture, and Schools This course explores the relationships between language, culture, schools and society, and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. (Pre-req: Admission to the Education Department) ESL 481, 483, 485 Student Teaching Three courses of full-time, supervised classroom experience. Required for licensure. (Pre-req.: passing scores for MTLE Basic Skills tests) ESL 495 Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar (.5) K-12 Reading Teacher Endorsement The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practices in the area of reading instruction and potentially provide leadership within schools and districts in reading instruction. Candidates for this license will complete 4.5 credits of coursework that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. The K-12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during summer sessions and within the semester framework (face-to-face classes on Saturdays) during the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field experiences at elementary, middle school and high school levels are required; student teaching is not required. Required courses include: EDC 500 Reading Leadership in the K-12 Schools (.5) EDC 506 Reading Leadership, Literature, and New Literacies (1.0) EDC 515 Reading Theory and Research (1.0)* EDC 535 Assessment and Instruction with Elementary Readers (1.0)* EDC 545 Assessment and Instruction with Middle and High School Readers (1.0)* *Field experience required K-12 Reading Teacher Endorsement Course Descriptions EDC 500 Reading Leadership in the K-12 Schools (.5) In this course students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders. EDC 506 Reading Leadership, Literature, and New Literacie Throughout this course, students explore children’s and young adult literature as well as new forms of digital literacies. (Pre-req.: EDC 500 and department admissions) EDC 515 Reading Theory and Research Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how theory and research support reading assessment and instruction in a K-12 setting. Field experience required. (Pre-req.: EDC 500 and department admissions) EDC 535 Assessment and Instruction with Elementary Readers During this course, reading leaders will investigate the reading process, the link between assessment and instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience required. (Pre-req.: EDC 500 and department admission) EDC 545 Assessment and Instruction with Middle and High School Readers During this course, reading leaders will explore current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Field experience required. (Pre-req.: EDC 500 and department admission) Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary and secondary initial licenses lasts 12–14 weeks, depending on licensure scope. During that time, students work full time as student teachers and are supervised by an Augsburg faculty member. Students register for two to three credits of student teaching and a .5 credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in an EBD or LD setting, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department. Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information. Student teaching is required for the preprimary endorsement. See the Education Department for more information. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to six Augsburg graduate level licensure courses fulfilling master’s requirements. Students bringing fewer than six graduate-level licensure courses into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the total number of required courses. To complete the master’s degree, students will need to complete one of the following options. Action Research Degree Completion Option This degree completion option requires a minimum of 3.0 courses: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The action research project is designed to be completed within three trimesters. Additional terms are available through continuing registration. Leadership Application Project (LAP) Degree Completion Option This degree completion option requires a minimum of 3.0 courses: an ML elective, EDC/ML 514 Research Methods–Education focus or ML 514 Research Methods and EDC 585 Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty adviser. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on the type of LAP. There are two options within the LAP. • The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product. • The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an adviser who is willing to provide support throughout the project. Students need a research background beyond what is provided within the MAE program to be successful with this option. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Performance Assessment/Teacher Leadership Degree Completion Option This degree completion option requires a minimum of the following 4.0 courses: • Choose one ML leadership-focused course: ML 510 Visions of Leadership when taught with an emphasis on leadership rather than literature, ML 531 Dynamics of Change, ML 535 Organizational Theory and Leadership, ML 540 Political Leadership: Theory and Practice, ML 545 Decision Making and Leadership, or ML 565 Women and Leadership Additional courses, as developed, may also be used. • EDC 570 Teacher Leadership EDC/ML 514 Research Methods–Education focus. (ML 514 can be substituted if necessary) • EDC 594 Performance Assessment/Teacher Leadership Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester. Licenses are available in elementary education and special education: EBD and LD. Classes primarily meet weekday evenings at Bethel Lutheran Church in Rochester. Beginning Summer 2012, the Performance Assessment degree completion option is offered at the Rochester campus. Elementary education The K-6 elementary education license allows students to teach in grade K–6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K–12 Emotional Behavioral Disorder/Learning Disability program is designed for students currently working with or planning to work with EBD and LD students. The program leads to Minnesota teaching licensure in special education with a specialty in emotional/behavioral disabilities and/or learning disabilities. All courses for these licenses are available in Rochester. Graduate Degree Completion Course Descriptions EDC 570 Teacher Leadership This course will explore generative questions about leadership, change, and our own paradigms, visions, and values. Questions like the following are at the heart of this course: What does it mean to you to be a teacher leader? What do teacher leaders do? How does one become a teacher leader? What are the ways in which teachers can take leadership? What are the skills and tools of teacher leadership? How do we bring about change? Who am I as a leader? EDC 585 Leadership Application Project (LAP) The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. EDC 592 Action Research 1 This course will introduce students to action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. This is the first of a two-trimester course. EDC 593 Action Research 2 The second term of this course involves intensive data analysis, writing, and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The trimester will culminate with a symposium in which student work will be presented in a public forum. P/N grading. EDC 594 Performance Assessment/Teacher Leadership This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. EDC 514/ML 514 Research Methods–Education focus will place more emphasis on reviewing existing literature and less emphasis on designing an independent research proposal. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 ML 511 ML 520 ML 530 ML 531 ML 545 ML 550 ML 560 ML 565 Visions of Leadership: A Historical and Literary Journey Creativity and the Problem-Solving Process Self-Identity, Values, and Personal Growth Ethics in Communication The Dynamics of Change Decision Making and Leadership Communication, Decision Making, and Technology Developing a Multicultural Perspective Women and Leadership ML 599 Special Topics (as appropriate) Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs must have: • bachelor’s degree from a regionally-accredited four-year institution • cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5– 2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, these students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions: • Completed application form— http://www.augsburg.edu/admissions/mae/admissions/ • $35 non-refundable application fee • Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the admissions office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 Learning and Development, EDC 220 Education Technology, and ESE 3XX K–12/5–12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified by the admissions office of the admission decision, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department adviser early in the first trimester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Students initially admitted at the graduate level may register for courses at the graduate level. Prior to taking EDC 310/533 and above, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522: Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement Conditionally-admitted MAE students are expected to achieve a 3.0 or better GPA in a minimum of 2.0 courses. Conditionally-admitted students whose GPA remains between 2.5 and 2.99 are able to complete the license but are not eligible for the degree. Fully-admitted MAE students are expected to maintain a cumulative GPA of 3.0 or better in both license and degree completion. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Minimum Grade Policy Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA. Students have the right to use the College’s academic grievance procedure as they feel necessary. The full academic grievance policy is available in the Augsburg Student Guide. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements are available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the registrar’s office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. MAE/Full-time Education Department Full Time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, LutherNorthwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Dennis Greseth, Instructor of Education. BA, MS, Winona State University. Ann Grugel, Assistant Professor of Education. BA, St. Olaf College; MS, PhD,University of Wisconsin-Madison. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Anne Kaufman, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Ronald Petrich, Assistant Professor of Education. BA, Augsburg College; MS, University of Minnesota. Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State University. Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Dana L.Wagner, Assistant Professor of Education. BA, St. Olaf College; MEd, PhD, University of Minnesota. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. Master of Arts in Leadership MAL Mission The primary purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Most organizations seek leaders who possess the following qualities: an ethically and morally responsible vision, an understanding of how change occurs and how it can be managed, sensitivity to the complex problems of organizations, and an ability to find solutions consistent with their mission, cultural competence and sensitivity to the needs of a diverse population, and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” MAL is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, MAL is celebrating its 25th year in 2012-2013. It is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers a choice of two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Community of Learners Essential to the goals of the MAL program is participation in a community of learners. This community is enriched by the students, who have a variety of work and life experiences. To facilitate community interaction, students are encouraged to make use of the Augsburg library, computer labs, and Christensen Center. The Center for Leadership Studies also offers special colloquia and seminars each year to supplement and complement the coursework of the master’s program. Leadership Development Model—Augsburg College The MAL program promotes leadership as a process that • inspires cooperation among people who must compete for limited resources, • promotes productivity within and beyond the organization, and • works toward progress for the individual and the organization. To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort Classic Classroom Format An emphasis on face-to-face learning Overview For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select courses and a completion option that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Courses are organized as seminars with the opportunity for discussion and dialogue. Some online work is incorporated into this format. Schedule During the academic year, classes usually meet every other Saturday morning or afternoon for four hours. Seven Saturday sessions are included in one trimester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. Following this model, students can complete six courses during the academic year and a seventh during a summer session. A sample class schedule in the classic classroom format: Period I Saturday 8 a.m. to noon Period II Saturday 1 p.m. to 5 p.m. Period III Monday 6 p.m. to 10 p.m. Note: Each class taken commits a student to either Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. Augsburg College has a summer session. The MAL program usually offers several classes during the summer; the courses are five weeks in duration, meeting normally two nights a week, except for special immersion courses. Curriculum Four core courses: Visions of Leadership Research Methods Two courses related to the final project Seven electives, selected from more than 20 offerings Final Project Options for the Classic Classroom Format For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C). All final projects are taken on a Pass/No Pass basis. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a thesis or a major leadership application project. In the Non-Thesis Option (Plan B), students must complete 11 courses, two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 courses, including the comprehensive exam seminar. Plan A: Thesis/LAP Option Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together” what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. Plan B: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to 15 terms to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a pass/fail basis, and when the course and the oral, written, and take-home examinations are successfully completed, the program requirements are satisfied. Core courses for the thesis/LAP option (Plan A): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 592 Thesis/LAP Consultation I ML 593 Thesis/LAP Consultation II Core courses for non-thesis option (Plan B): (4.0 course credits) ML 510 Visions of Leadership ML 514 ML 580 ML 597 Research Methods Colloquium on Contemporary Theories of Leadership Non-Thesis Independent Project Core courses for the comprehensive exam seminar (Plan C): (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 589 Comprehensive Exam Seminar Core courses for the cohort final project program Elective courses for ALL Classic Classroom options (at least 7.0 course credits) The MAL program requires that seven elective courses be selected from the following course list. All courses are 1.0 course credit (4 semester credits): ML 511 Creativity and the Problem-Solving Process ML 513 Creating a Compelling Literature Review ML 520 Self-Identity, Values, and Personal Growth ML 527 Spirituality and Leadership in the Workplace ML 530 Ethics in Communication ML 531 The Dynamics of Change ML 535 Organization Theory and Leadership ML 536 Facilitating Organizational Change ML 538 Communication Skills for Leadership ML 539 Communicating a Self in the Modern Organization ML 540 Political Leadership: Theory and Practice ML 545 Decision Making and Leadership ML 548 Coaching and Consulting ML 550 Communication, Decision Making, and Technology ML 553 Design and Leadership ML 557 Language of Leadership ML 558 Leadership and Science ML 560 Developing a Multicultural Perspective ML 562 Global Multiculturalism, World Religions, and Leadership ML 563 Leadership in a Global Society ML 565 Women and Leadership ML 568 The Global Business Environment ML 570 Negotiation ML 574 Strategic Leadership ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience ML 580 Colloquium on Contemporary Theories of Leadership (elective for Plan A) ML 598 Independent Study (special permission required) ML 599 Topics: special courses offered only once or twice Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning Overview The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a trimester schedule September through mid-June (fall, winter, and spring trimesters). Coursework will be online and supported by three on-campus class sessions per term. Curriculum ML 510 ML 512 ML 514 ML 520 ML 523 ML 553 ML 563 ML 574 ML 580 ML 588 ML 599 Visions of Leadership Responsible Leadership for the 21st Century (Intensive) Research Methods Self-Identity, Values, and Personal Growth Leading Authentically Design and Leadership Leadership in a Global Society Strategic Leadership Colloquium of Contemporary Theories of Leadership Final Action Research Project Mid-point Augsburg Signature Experience (Intensive) Core courses for the Integrated Hybrid Cohort format (4.0 course credits) ML 510 Visions of Leadership ML 514 Research Methods ML 580 Colloquium on Contemporary Theories of Leadership ML 588 Final Project Seminar: Action Research In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students complete 11 courses, including an action research final project seminar (Plan D). Final Project for the Integrated Hybrid Cohort Format: Plan D The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an action research project during the course of one trimester (Plan D). For Classic Classroom students there are three ways to complete the final project option in the MAL degree: Plan A, B, or C ( See section above, Final Project Options for the Classic Classroom Format.) Plan D is comparable to Plan B and requires both ML 514 Research Methods and ML 580 Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar: Action Research. ML 588 is taken on a Pass/No Pass basis. Course Descriptions for Both MAL Formats Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with it successfully requires well-developed integrative abilities. ML 510 Visions of Leadership: A Historical and Literary Journey Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. ML 511 Creativity and the Problem-Solving Process Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. ML 512 Responsible Leadership for the 21st Century The Augsburg mission statement sets forth the goal of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg's Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. This course also seeks to build a learning community and orient students to ideas and theories that will allow them to function effectively as a cohort throughout the MAL program. The course is structured as a five-day intensive experience. ML 513 Creating a Compelling Literature Review As leadership scholars and practitioners, our work should be evidence-based. The purpose of this course is to explore the published literature to determine what credible evidence tells us about effective leadership practices. Students will learn how to read research critically, analyze and develop arguments, and recommend best practices. ML 514 Research Methods Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. ML 520 Self-Identity, Values, and Personal Growth Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. ML 523 Leading Authentically What does it mean to lead authentically? How can you best align your strengths with the organization in which you lead? This course will build on the work done in ML 520 to help students identify their strengths, develop self-awareness, and articulate their life purpose. By looking at different theories of leadership and various perspectives on organizational development, students will be able to purposefully create a leadership style and plan that honors their authentic selves. ML 527 Spirituality and Leadership in the Workplace The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. ML 530 Ethics in Communication Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. ML 531 The Dynamics of Change Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. ML 535 Organization Theory and Leadership In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. ML 536 Facilitating Organizational Change This course will explore the impact of change on organizations, teams, and individuals. It will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. This course will further differentiate change and transition and further highlight strategies to help leaders coach individuals through difficult change events. Furthermore, this course will discuss organizational changes related to structure, strategy, technology, teams, and individuals. ML 538 Communication Skills for Leadership The course is designed to provide background in rhetoric as well as practice in speaking, writing, and presentation skills. A substantial performance component is included; evaluation of student work is based on mastery and performance of these skills. Students will perform communicative tasks in a variety of genres and evaluate their own performances and those of class members. ML 539 Communicating a Self in the Modern Organization Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. ML 540 Political Leadership: Theory and Practice Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. ML 545 Decision Making and Leadership Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. ML 548 Coaching and Consulting The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. ML 550 Communication, Decision Making, and Technology Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. ML 553 Design and Leadership “Design thinking” has transcended the world of engineering and architecture and is now a mainstream concern for most industries. This course explores the impact of “design thinking” on leadership, especially in the business world. ML 557 Language of Leadership Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. ML 558 Leadership and Science Explores the common methods of science and the issues that science has encountered which affect the uses of science by leaders in the public and private sectors. Case studies include global warming and politics, psychology, and medicine. ML 560 Developing a Multicultural Perspective This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. ML 562 Global Multiculturalism, World Religions, and Leadership In the global meeting of cultures, religion is a vital factor. This course examines the nature of religion as an essential feature of the cultures of the US. (Christianity), the Middle East (Islam), India (Hinduism), China (Buddhism, Confucianism, Taoism), and Japan (Shinto, Buddhism). Special emphasis is put on leadership and religion in all these cultures. ML 563 Leadership in a Global Society This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. ML 565 Women and Leadership A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. ML 570 Negotiation An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. ML 574 Strategic Leadership The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. ML 577 Universal Responsibility and Leadership: A Nicaraguan Experience The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. ML 580 Colloquium on Contemporary Theories of Leadership Selected contemporary theories of leadership plus a case study on a prominent leader. Emphasis on critical thinking, discussion, written analysis. (Prereq.: at least one-year coursework in MAL and ML 510) Required for Plans B, C, and D. ML 588 Final Project Seminar: Action Research (Plan D) In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. This course will span one trimester. ML 589 Comprehensive Exam Seminar This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series—oral, written, and take-home—through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. ML 592 Thesis/LAP Consultation I Independent research project supervised by an academic adviser. ML 593 Thesis/LAP Consultation II Completion of the thesis/LAP under the guidance of an academic adviser. ML 597 Non-Thesis Independent Project Major written project in an area of the student’s choice, to be completed in consultation with an adviser and a reader. The research is presented in a colloquium in partial fulfillment of requirements for the non-thesis option. ML 598 Independent Study Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising professor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. ML 599 Special Topics Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Special Programs Post-Master’s Certificate in Leadership Studies Graduate students who already possess a master’s degree in any area (including leadership) may wish to pursue the certificate program. A certificate is awarded after completion of five Augsburg MAL courses in leadership (which were not previously applied to any other degree). The student may choose any five MAL courses or may wish to focus on a specific area, such as ethics and leadership, global leadership, organizational leadership, communications, leadership development, or the liberal arts. This option is attractive for people who want to continue their professional studies but not necessarily undertake a full degree program. The normal application process is used for students who wish to pursue the post-master’s certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in accounting and an MA in leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in accounting and an MA in leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an accounting adviser to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • completed application form • three letters of recommendation (two from professors and one from an employer) • personal statement • example of their writing in an academic paper • GPA of at least 3.30 • Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program coordinator: Professor Stu Stoller. Admission to MAL Admission Requirements Applicants to the program must have: • Bachelor’s degree from a regionally-accredited, four-year college or university • Minimum cumulative undergraduate grade point average of 3.0 (on a scale of A = 4.0) and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. • Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. • Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: • Previous college record • Letters of recommendation • Experience and organizational background • Written statement • Interview, if requested Application Checklist The following materials must be submitted to the Office of Admissions: • Completed application form • $35 nonrefundable application fee • A 1–3 page statement relating the applicant’s career and life goals to leadership aspirations • Recommendation letter and checklist from an immediate supervisor, assessing leadership potential • Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Equivalencies Augsburg uses a course system rather than a credit system in its curriculum. An Augsburg course is equivalent to four semester credits or six quarter credits. Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML 597) may be permitted to participate in Commencement but will not receive a diploma until all courses and projects are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per trimester. Enrolling in two courses per trimester enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Office of the Registrar. Students who have been out of the program for three to five years must take one additional course to refresh their understanding of the field. Students who have been out of the program for five years or longer must take two additional courses to refresh their understanding of the field of leadership studies. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the About Augsburg College section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human Resources, TrueStone Financial. Larry Crockett, Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota; Priest, Episcopal Diocese of Minnesota. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute, Mpls. John A. Furia, Assistant Professor of Business Administration. BA, Rhode Island College; MPA, University of Rhode Island. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois University-Carbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts Consultant, Wells Fargo Bank N.A. Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of Leadership Resources Consulting. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. William Lashbrook, Instructor of Leadership Studies. BA, MA, University of Kansas; PhD, Michigan State University. Senior Research Associate, Strategy Implementation Associates. Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota. President, Lokkesmoe Consulting, LLC. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration and Executive Director, Augsburg Center for Faith and Learning. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Alan Tuchtenhagen, Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, MA, Program Coordinator Master of Arts in Nursing Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg. We are eager to offer discerning nurse professionals rich educational opportunities, engaging practicum experiences, and a wealth of transcultural nursing knowledge that will enhance your practice and advance your careers. The increasing diversity of our population challenges nurses to respond with creativity and competence in a variety of contexts. The Master of Arts in Nursing program prepares nurses for leadership across care systems, population groups, cultures, and care settings, with particular emphasis on addressing global and local health inequities. Students choose between transcultural nursing in community or transformational nursing leadership tracks of study. The new post-master’s Doctor of Nursing Practice (DNP) program prepares nurses for innovative practice that builds upon a transcultural foundation and embraces community health and holistic nursing. The advanced practice focus is on health and collective life lived in relationship. Thus our curriculum emphasizes advanced nursing roles that maximize health of communities and change the paradigm from one that focuses on disease and illness to one that focuses on prevention and wellness. In all our programs, our students are our greatest asset. They come from all parts of the world to continue their education in transcultural nursing. Classes are therefore a dynamic mix of cultures, spiritual traditions, and lifeways. The Augsburg College mission focuses our curriculum and unites us in ongoing efforts to become better informed citizens, more thoughtful stewards, critical thinkers, and responsible leaders. Classes are offered on the Augsburg campus in Minneapolis and at Bethel Lutheran Church in downtown Rochester, Minn. Video conferencing is used for most classes and allows for real-time connections between students at the two sites. Program faculty and staff are available at both sites and eager to assist students in whatever ways we can. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program Master of Arts in Nursing Master of Arts in Nursing Mission Within the framework of a Christian liberal arts education, the Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural practice across care settings, with particular emphasis on addressing health inequities. Curriculum Transcultural Nursing in Community The Transcultural Nursing in Community track in the Master of Arts in Nursing program was designed to prepare nurses for advanced population-focused practice in culturally diverse communities. The curriculum is grounded in nursing science, public health principles, theory-guided practice, and transcultural care. The program of study focuses on reaching populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the program provides rich alternative teaching and learning opportunities for graduate students locally and internationally. Upon graduation from the program, nurses completing this track are eligible to apply for certification in Advanced Transcultural Nursing through the International Transcultural Nursing Society. Also, graduates completing this track will be eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as an Advanced Public Health Nurse (APHN-BC). Ten courses plus a transcultural field project course are required. Three courses in the advanced nursing core, which all master’s students must take; five courses from the Transcultural Nursing in Community track; and two electives make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transcultural Nursing in Community track (five courses) NUR 500 Transcultural Health Care (36 practice hours) NUR 503 Transcultural Health, Families, and the Life Cycle (36 practice hours) NUR 541 The Politics of Health Care (72 practice hours) Plus, two of the following courses: * NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community (36 practice hours) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities (72 practice hours) or NUR 530 The Power of Ritual and Ceremony for Transformation** NUR 532 Transcultural Healing Practices** Electives—two graduate elective courses from Nursing, MAL, or another graduate program. *Students seeking certification as an Advanced Public Health Nurse from the American Nurses Credentialing Center (ANCC) must complete 500 hours of clinical practicum work and select NUR 510 and NUR 511; students seeking certification from the International Transcultural Nursing Society may select NUR 530 and NUR 532. Clinical practicum hours are integrated into several courses in the curriculum. **Course has 0 practice hours. Graduate Project—students are required to complete a graduate project, which is equivalent to one course. NUR 525 Graduate Field Project (144 practice hours) Transformational Leadership and Management The Transformational Leadership and Management track unites the liberal arts with nursing science and practice. This track is designed to develop nurse leaders who are analytical, articulate, and constructively critical and who will be able to cope with high-level health care delivery issues. Curricular emphasis is on interdisciplinary collaboration across care settings. Participation in nursing leadership practica and classroom dialogue provides opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Specialty electives build on students’ competencies and goals. Courses are offered by the Department of Nursing faculty as well as faculty teaching in the Master of Arts in Leadership and Master of Business Administration programs. Students take a total of 10 courses, plus a transformational leadership project course. Three courses in the advanced nursing core, which all Master of Arts in Nursing students must take, four courses in the Transformational Leadership and Management track, and three elective courses make up the coursework for the program. Advanced Nursing Core (three courses) NUR 505 Theoretical Foundations for Advanced Nursing Practice (36 practice hours) NUR 520 Research Methods in Nursing (36 practice hours) NUR 523 Theory, Research, and Practice Seminar (36 practice hours) Transformational Nursing Leadership Track (four courses)* NUR 501 Transcultural Care Systems (36 practice hours) NUR 521 Transformational Nursing Leadership (72 practice hours) BUS 520 Management of the Health Care Organization ML 541 The Politics of Health Care (72 practice hours) Electives—three graduate elective courses from Nursing, MAL, or another graduate program. *Upon graduation from the program and completion of the Transformational Leadership and Management track, students have the educational preparation to be eligible to apply for certification in Advanced Nursing Administration from the American Nurses Credentialing Center (ANCC). Graduate Project Students will fulfill their Master of Arts in Nursing through a final project, which serves as the capstone of the master’s program: a graduate field project or course. In the three core courses students will develop a plan for their final field project, which will be completed in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students who complete the Transcultural Nursing in Community track will have enough practice hours to be eligible to apply to take the certification exam in Advanced Community Health Nursing through the American Nurses Credentialing Center. Nursing practice with diverse populations will also provide students with the experiences needed to apply to take the certification exam in Transcultural Nursing. In the practica, all students practice primarily in nontraditional settings with persons underserved or excluded from mainstream health care. Emphasis is on cultural diversity and health inequities across health care settings. Students in the Transformational Leadership and Management track have practice experience in several courses with preceptors in leadership positions in a variety of care settings. A unique opportunity offered for practica at Augsburg is provided by the Augsburg Central Nursing Center. The Nursing Center provides services for persons struggling with poverty and homelessness in the city of Minneapolis. People from diverse backgrounds, who have health experiences grounded in wide-ranging cultural contexts, provide many opportunities for students to explore advanced nursing roles and new models and forms of practice. Study Abroad and Off-Campus Opportunities The Nursing Department works closely with cultural guides, nurse mentors, and Augsburg’s Center for Global Education in developing study abroad opportunities. The following study abroad and away opportunities offer four examples of existing practicum experiences. Students may travel to Namibia in southwest Africa to spend two weeks exploring health and health care challenges within a rapidly developing country. Practical experience with nurses in a variety of care settings, meaningful dialogue with key resource persons, and critical reflection foster personal and professional growth in this practicum. Week-long immersion courses and practica are taught on the Pine Ridge Indian Reservation in western South Dakota. These courses and experiences offer students the opportunity to live on the reservation and participate with public health nurses providing health services. They also interact with tribal leaders and experience cultural events relevant to the Lakota people of Pine Ridge. Ten-day courses and practica are available in Mexico and Guatemala as well. Students explore the relationships of indigenous and Western health care, the connection between social justice and health, and interact with local indigenous healers. Students may apply all these study abroad options to requirements in the Master of Arts in Nursing program. These practice experiences include fees for travel and education costs on-site in addition to course tuition. Fees vary by practice site. Course Descriptions NUR 500 Transcultural Health Care This course explores meanings and expressions of health, illness, caring, and healing transculturally. Focus is on understanding and developing professional competence in caring for individuals, families, groups, and communities with diverse cultural backgrounds. Culture is examined as a pervasive, determining “blueprint” for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed, and health destroying patterns of interaction, e.g., stereotyping, discrimination, and marginalization, are examined and submitted to moral and ethical reflection. (36 hours of practice experience) NUR 501 Transcultural Care Systems In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural health care organizations are expected. NUR 503 Transcultural Health, Families, and the Life Cycle The major curriculum concepts of individuals, health, nursing, and society are developed further in this course as the function of individuals living in families and in communities is explored. Content about systems, communication, small group, and nursing theories is applied to family constellation. The influence of the multigenerational family is examined in terms of culture, belief system, roles, health care patterns, values, and goals. Specific concepts related to values and culture are expanded and applied to the more complex social structures of traditional and nontraditional families as they interact in and with society. (36 hours of practice experience) NUR 505 Theoretical Foundations for Advanced Nursing Practice This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. (36 hours of practice experience) NUR 510 Advanced Community Health Nursing I: Health As Membership; Living in Community This course focuses on persons, families, and groups living in relationship. Emphasis is on applying the core functions of community/public health—assessment, policy development, and assurance. Principles of epidemiology, population demographics, and culture care are integrated into communityfocused health care delivery models. Power structures within dominant social systems are analyzed and critiqued with regard to resource access and distribution among underserved populations. (36 hours of practice experience) NUR 511 Advanced Community Health Nursing II: Emerging Models of Care in Diverse Communities Emphasis is on the application of public/community health theory and research in providing health care to populations and communities. Essential public health services are assessed for adequacy in meeting community health needs and addressing transcultural health goals. The impact of diversity, privilege, resource limits, and globalization add depth and reality to local and global community health concerns, patterns of health, suffering, and health care provisioning. (Prereq.: NUR 510) (72 hours of practice experience) NUR 520 Research Methods in Nursing Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) (36 hours of practice experience) NUR 521 Transformational Nursing Leadership This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. (36 hours of practice experience) NUR 523 Theory, Research, and Practice Seminar The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (36 hours of practice experience) NUR 525 Graduate Field Project This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (144 hours of practice experience) NUR 530 The Power of Ritual and Ceremony for Transformation In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. NUR 532 Transcultural Healing Practices This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith practices, energy healing practices, movement therapies, homeopathy, manual therapies, and nutrition and nutritional supplements. NUR 541 The Politics of Health Care This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. (72 hours of practice experience) NUR 562 Walking the Truth: Culture, Gender, and the Millennium Development Goals (MDGs) in Sub-Saharan Africa This course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDGs) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the competence of health care providers—are examined in relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities. NUR 599 Topics Study of selected topics that are not treated extensively through current course offerings. Specific topics will be published prior to registration. BUS 520 Management of the Health Care Organization This course provides an overview of the key organizational and behavioral concepts that underlie effective management practices in health care organizations. It addresses both the theory and practice of effective management. The course will emphasize the importance of addressing the expectations, needs, and performances of people in organizations, and recognizes the role of the internal, external, and global cultures that impact organizational structure, behavior, and change. ECO 520 Economics of Health Care in a Global Community At the end of the class, students will be better able to apply economic concepts to the health systems of both the United States and other parts of the world. The focus will be on the public policy aspects of the health care system, e.g., issues of access and cost. Admission to MAN Admission Requirements Applicants into the Master of Arts in Nursing program must have: • Bachelor’s degree in nursing from a regionally-accredited four-year college or university, or must have an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree. • Cumulative GPA of 3.0 (on a scale of A = 4.0) in all previous college coursework • Experience as a registered nurse • Current nursing license • All required immunizations • National Criminal Background check A college-level statistics course is required for progression in the program, but is not necessary for admission. Decisions about admission to the program will be made on an individual basis by the Graduate Admissions Committee. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September), winter (January), and spring (April) terms. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • Previous college record and GPA • Letters of recommendation • Professional experience • Written statement describing professional and educational goals Application Checklist The following items must be sent to the Office of Admissions: • Completed application form—www.augsburg.edu/ma_nursing/ • $35 nonrefundable application fee • A 2-3 page typed statement describing the applicant’s professional and educational goals • Three letters of recommendation—in English—addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues.) • • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, professional liability insurance, and required immunizations Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred. An interview with graduate program faculty and/or staff members may be requested. Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Evaluation Standards Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0-point scale. See detailed information in the Academic Programs and Policies section. Attendance Policy Class attendance is expected and should be considered a responsibility, not only to one’s self, but to one’s classmates and course instructor. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of any variation in the curriculum including the transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from accredited colleges and universities, whose course content is comparable to those in the Master of Arts in Nursing program. No more than three courses will be accepted for transfer credit. Credit and Contact Hours Each full-credit graduate course is the equivalent of four semester credits or six quarter credits. Classes are scheduled to meet the needs of working adults, combining in-class and web-based components. Clinical practica opportunities are included in selected courses. Last Day to Withdraw from Class The last date on which students may withdraw from a class and receive a “W” on their records is available on the Grad/Weekend and Evening College calendar: www.augsburg.edu/enroll/calenders/index.html. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Department of Nursing Faculty Magdeline Aagard, Associate Professor of Nursing. BA, Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College. Marty Alemán, Assistant Professor of Nursing. BSN, University of Minnesota; MA, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, Co-Coordinator of the Augsburg Central Nursing Center (ACNC). BA, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg College. Susan Nash, Associate Professor of Nursing. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Doctor of Nursing Practice The Doctor of Nursing Practice program prepares nurses to envision new models of advanced practice in transcultural nursing, community/public health, and advanced holistic nursing. Emphasis is placed on maximizing health within populations and communities through peaceful, collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced practice roles in Transcultural Nursing (APTCN), Public Health Nursing (APPHN), and Holistic Nursing (AHN). Program Goals Graduates of the Doctor of Nursing Practice program will have advanced preparation to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities • Challenge conventional knowledge about illness through an ecological approach to social determinants of health • Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The curriculum is structured as a full cohort model. One cohort a year will be admitted to begin in the fall term. It is expected that most students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each term. As a part-time student, completion of the program is expected to be 32 months, including completion of the capstone project. The curriculum for the DNP combines didactic, practicum, and seminar courses, with a capstone project to complete the degree. As a practice doctorate, the emphasis is on building skill in knowledge application among diverse cultural groups. The goal is to improve health and decrease inequities that lead to unnecessary morbidity and mortality in communities. Didactic A total of seven didactic courses constitute the DNP core, with one additional elective course credit required for completion of the didactic coursework. The didactic offerings carry 0.5 course credits each (1.0 course credit equals 4.0 semester credit hours) and are taught as an immersion one day a month with a half-day for seminar on the subsequent day. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. Practica course credits range from 0.25 (36 hours per 12-week term) to 1.0 (144 hours per 12-week term). To achieve the DNP, students must complete a total of 1,000 practicum hours in their MA and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. Assuming a 12-week semester, practicum hours are computed as follows: • (.25 course credits) 1 semester credit hour = 3 “clock” hours of practicum time per week x 12 weeks = 3 “clock” hours per week or 36 “clock” hours of practicum time per semester • • • (.50 course credits) 2 semester credit hours = 6 “clock” hours of practicum time per week x 12 weeks = 72 “clock” hours of practicum time per semester (.75 course credits) 3 semester credit hours = 9 “clock” hours of practicum time per week x 12 weeks = 108 “clock” hours of practicum time per semester (1.00 course credits) 4 semester credit hours = 12 “clock” hours of practicum time per week x 12 weeks = 144 “clock” hours of practicum time per semester Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar (.25 course credits) every term—fall, winter, and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Students will participate in a seminar (.25 course credits) every term until completion. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate synthesis and application of scientific knowledge in advanced transcultural public/community health nursing practice. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty adviser. Curriculum Didactic Courses NUR 800 Practice Wisdom (Me¯tis) and Formal Evidence: The Dialectic between Knowledge and Engagement This course provides a foundation for building the scholarship of advanced practice in transcultural nursing and community health. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context-specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives. Utilizing selected evidence suited to particular transcultural issues, practice modes building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural interests and relevant to concerns of people marginalized by dominant health systems. NUR 802 Making Room at the Table: Applying Ethics to Ending Hunger and Sharing Abundance This course in applied ethics focuses on health as a human right with emphasis on the development of skills in community building as citizen professionals. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. NUR 803 Transcultural Cosmologies and a Global Perspective This course explores the intersection of Western scientific principles and cultural cosmologies. Cycles, rhythms, and patterns of nature are correlated to a Western understanding of natural science. These interrelationships are then viewed through the lens of nursing theory, research, and practice. A wider horizon of meaning derived from a broad understanding of diverse methods and healing practices allows for conceptual models of nursing care to emerge that are responsive to diverse cultural expressions of health and illness. NUR 804 Mobilizing Sustainable Models of Human Betterment: Participatory Action in Community Building and Health Care This course focuses on communities as the foundation of health by recognizing strength in community residents and models that utilize the qualitative methods of participatory action that minimize the expert role in planning. Globalization as a model of neoliberalism will be critiqued, and a perspective of building solidarity among local communities will be emphasized. Skill building in participatory action processes will occur. NUR 805 Ways of Knowing: Synthesizing Qualitative and Quantitative Evidence Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. NUR 806 Ecology of Human Suffering in a World of Extremes This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. NUR 807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Practica Practica in the DNP include structured immersion experiences led and facilitated by faculty, and student initiated, self-directed practice experiences mentored by faculty. All practica are designed to develop students’ individual practice interests and skills. Practica are taken concurrently when students enroll in a didactic course. Guidelines for the integration of DNP practica into a plan of study include the following: • Practica will be completed incrementally throughout the DNP program. • Students may register for varying practica and credits each term, including summer • Practicum hours may be completed at the student’s job site, if approved by a supervisor and the nursing faculty adviser, but the practicum work must go beyond the student’s current job responsibilities and be consistent with the DNP program expected student outcomes. • Practica must be led or mentored by either a nursing faculty member or another approved mentor who is an “expert” within a community, population group, or has expert knowledge related to a particular phenomenon of interest to the student. • Students will develop objectives for practicum experiences in collaboration with faculty advisers and keep a record of practicum work in a professional portfolio. • Students must register for enough post-baccalaureate practicum credits to reach a total of 1,000 practicum hours to earn the DNP degree. This will be evaluated when students are admitted to the DNP program. The following are examples of directed study practica and immersion practicum experiences developed and led by faculty in the DNP program: NUR 701 - NUR 704 Directed Study Practicum (0.25-1.00 credits, 36-144 practicum hours) Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty adviser, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. NUR 712 Culture Care on the Pine Ridge Reservation (0.5 course credits, 72 practicum hours) In this practicum students live on the Pine Ridge Indian Reservation in western South Dakota, where they have opportunities to gain knowledge about health inequities and structural violence from the viewpoint of persons living with poverty and cultural devastation. The strengths of the traditional Lakota culture emerge as Lakota elders and tribal leaders guide students into life on the reservation. Healing care systems and beliefs about health and illness are compared and contrasted with Western biomedical care and the politics of health care provided through the federal government’s Indian Health Service (IHS) are examined. NUR 742 Dia de los Muertos—Location: Mexico (0.5 course credits, 72 practicum hours) In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. NUR 723 Ancient Healing Practices—Location: England (0.75 course credits, 108 practicum hours) This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. NUR 752 Health Care on the Mexican–US Border (0.5 course credits 72 practicum hours) This study abroad opportunity explores issues of poverty, public health, environment, immigration, and globalization in the context of displaced communities. Participants meet face to face with immigrants, refugees, border patrol agents, factory workers, and community leaders on both sides of the US–Mexican border to listen and learn about their health concerns, economic development, human rights struggles, and efforts to achieve social justice. NUR 734 Health and Community Building—Location: Guatemala (1.0 course credits, 144 practicum hours) This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. NUR 762 A Practicum Exploring Millennium Development Goal (MDG) Achievement in SubSaharan Africa (.5 course credit, 72 practicum hours) Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. NUR 794 Culture Care in a World of Extreme—Location: Republic of Namibia (1.0 course credits, 144 practicum hours) Emphasis is on transcultural nursing leadership in partnership with persons and communities. Participants experience the challenges care systems face in providing health care within geographically and economically extreme contexts where isolation, poverty, and virulent disease are epidemic. Participant-observation among Ju/’hoansi communities in the Nyae Nyae Conservancy provide opportunities to collaborate and practice with nurses and other health care professionals striving to provide culturally safe and effective health care to one of the world’s “first peoples.” NUR 782 Poverty and Community Building in the Inner City—Location: Minneapolis, Minn. (0.5 course credits, 72 practicum hours) An immersion in the inner city of Minneapolis provides experience with the rich diversity in the inner city. Concepts of advanced practice in public health nursing are applied among the community of people who visit the Augsburg Central Nursing Center, a community-based nursing service. In addition to participation at the Nursing Center, students explore issues of health and social reality with cultural guides from the inner city populations and with nurses who work effectively with them. Seminars NUR 811 First-Year Seminar, NUR 821 Second-Year Seminar, NUR 831 Third-Year Seminar, and NUR 841 Final Seminar (0.25 credits per term while enrolled in the DNP) Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Elective courses Elective courses are selected in collaboration with faculty advisers. Students may choose relevant elective graduate courses (at the 500 level or above) to add depth and breadth to their nursing specialty focus. These credits may be chosen from within the Department of Nursing or from a number of interdisciplinary programs and courses, including those offered by Master of Arts in Leadership, Master of Social Work, Master of Business Administration, Economics, and the Master of Arts in Education. This allows students to take optimal advantage of the richness and diversity of opportunities afforded through Augsburg College graduate programs. Admission to the DNP Admission Requirements Applicants to the Doctor of Nursing Practice program must have: • Earned master’s degree in nursing from a nationally-accredited institution • GPA of 3.2 on a 4.0 grading scale in master’s in nursing program • A current unencumbered RN license to practice in the US. • Evidence of a completed graduate research course • Evidence of up-to-date immunizations • Satisfactory results of a certified federal criminal background check Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) • Three professional references • An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationally-educated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (http://www.cgfns.org/ ) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). Transfer of credits Transcripts of students who have completed a master's degree in nursing or other graduate work are required for admission to the DNP. Doctoral credits may be transferred into the DNP program if assessed as equivalent to courses offered at Augsburg College. DNP students may potentially transfer up to 2.0 course credits or 8 semester credit hours into the DNP program. Elective courses acceptable for transfer are determined by the Department of Nursing faculty and the registrar. The process of obtaining transfer credit must be initiated by the student before the end of the first academic year of study. Submission of course syllabi and/or a detailed description of course content will be needed to initiate transfer of courses into the DNP program. To qualify for credit the practicum hours must be officially documented from the master’s degree program. Students may transfer up to 600 practicum hours that were earned and documented in their master’s degree program. These 600 hours will be counted toward the 1,000 hours required for the DNP degree. Accreditation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. The Doctor of Nursing Practice program is a candidate for accreditation from the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. An accreditation site visit by CCNE is scheduled for March 2011. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Department of Nursing Faculty Magdeline Aagard, Associate Professor. BA Augustana College; MBA, EdD, University of St. Thomas. Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, Augsburg College. Marty Aleman, Assistant Professor. BSN, University of Minnesota; MA, Augsburg College Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. AND, Rochester Community Technical College; BS, MA, Augsburg College. Susan Nash, Associate Professor. BSN, MSN, EdD, University of Minnesota. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kathleen Welle, Instructor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College. Program Staff Sharon Wade, Administrative Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant Patricia Park, Program Coordinator, MA, Augsburg College. Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “handson,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and teamwork; while built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Steven M. Zitnick Director, Master of Business Administration Program MBA Mission To prepare students for professional careers in business by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and real-world application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the About Augsburg College section. Plan of Study The Augsburg MBA is an accelerated, part-time program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Course Credit Augsburg College uses a course-credit system. A full course credit (1.0) is equal to four semester credits or six quarter credits. Each full course on the semester schedule meets for approximately 28 contact hours with the expectation of substantial independent and group study offered through our web-based electronic course management system. Learning is supplemented by the use of our class management software; allowing students and faculty to share ideas, information and learning. Specialized Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a specialization that matches their interests and career goals. The general Augsburg MBA consists of 13 courses that can be completed in approximately 24 months. An Augsburg MBA with a concentration consists of nine core MBA courses and 3 additional courses that focus on their chosen area of interest. An MBA with a concentration can be completed in 28 months. Full-credit MBA courses consist of seven four-hour sessions. Classes are scheduled to meet one night each week. It is sometimes necessary to include an occasional Saturday session due to national holidays. Academic Calendar Currently, the Augsburg MBA uses the semester schedule as well as a summer session. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two full-credit courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which are provided by the MBA department. The Faculty-Led International Experience Each year, all current MBA students will be offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either of these courses: MBA 565 Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals. The Augsburg MBA The 13 required courses of the general Augsburg MBA are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Behavior MBA 550 Marketing Management MBA 560 Communication Issues in Management MBA 565 Managing in a Global Environment MBA 570 Quantitative Decision Making for Managers MBA 575 Strategic Technology MBA 592 Leadership: Ethics, Service, and Transformation MBA 595 Strategic Management MBA 581&2 Management Consulting Project (Capstone) MBA Course Descriptions MBA 510 Managerial Economics Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. MBA 520 Accounting for Business Managers Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting. MBA 530 Managerial Finance Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. MBA 540 Business and Professional Ethics An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. MBA 545 Organizational Behavior Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies. MBA 550 Marketing Management Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. MBA 560 Communication Issues in Management An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. MBA 565 Managing in a Global Environment Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business.(This course may be taken in conjunction with the faculty-led international experience.) MBA 570 Quantitative Decision-Making for Managers Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. MBA 575 Strategic Technology Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. MBA 581-582 Management Consulting Project Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required .5 credit courses.) MBA 592 Leadership: Ethics, Service, and Transformation Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. MBA 595 Strategic Management Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decisionmaking. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. (This course may be taken in conjunction with the faculty-led international experience.) Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including nine foundational courses and six required concentration courses. Students may choose one of five concentrations: finance, marketing, international business, human resources management, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. The nine required core courses are as follows: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 540 Business and Professional Ethics MBA 545 Organization Development/Behavior MBA 550 MBA 570 MBA 580 MBA 592 Marketing Management Quantitative Decision Making for Managers Management Consulting Project (Capstone) Leadership: Ethics, Service, and Transformation Finance Concentration Students prepare for careers in international banking, finance, and investments by learning finance and investment theory and applications, and the operations of financial markets. • • • • • • Financial theory and applications Investment theory and portfolio management Financial markets Options and derivatives International finance Financial statement analysis Marketing Concentration Students receive solid exposure to major topic areas beyond the core, learn to evaluate research data for marketing decisions, and gain integrative, practical experience in marketing. • • • • • • Marketing research Marketing communications Sales management Consumer behavior Technology and e-commerce Strategies in global marketing International Business Concentration Students develop a specialized toolkit to deal with the global economy with its massive increases in international trade, foreign direct investment, multinational companies, and international financial transactions. • • • • • • International business: strategies, trade agreements, and policies International finance Negotiations in a global environment Strategies in global marketing Global supply chain management Legal aspects of international business Human Resource Management Concentration The certificate in human resource management prepares human resource professionals for a variety of human resource positions. Successful completion of the certificate program as well as passing the examination and meeting job experience requirements meet the criteria for certification as a Professional in Human Resources (PHR) or Senior Professional in Human Resources (SPHR). • • • • • Global human resources Organizational effectiveness Training, selection, and performance Compensation and benefits management Industrial labor relations Health Care Management Concentration The concentration in health care management (MBA/HCM) is designed to provide students with leadership as well as the management knowledge and skills needed to be successful in today’s health care organizations. The MBA/HCM emphasizes the identification, analysis, and solution of complex management problems with a foundation of health care concepts and decision models that will support the variety of management roles in today’s health care environment. • • • • • • Legal and ethical considerations in health care management Integrated health delivery systems Health care financing Cross cultural issues in health care Global health care issues Health care operations management (elective) Concentrations as Graduate Certificate Programs For students who seek advanced skills and knowledge in a specific business discipline, but either already possess an MBA or are not interested in pursuing a degree at this time, the five concentrations are available as graduate certificate programs. These courses are transcribed as “for credit.” In most cases (depending on employer policies), they will be accepted for tuition reimbursement. Contact the MBA office at 612-330-1778 or the Office of Admissions at 612-330-1390 for more information. MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Program Development, Policy, and Administration (PDPA) coursework required for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 Managerial Economics MBA 520 Accounting for Managers MBA 530 Managerial Finance MBA 545 Organizational Development MBA 550 Marketing Management MBA 560 Communication Issues for Managers MBA 575 Strategic Technology MBA 595 Strategic Management MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: fall term (September), winter term (January), and spring (May). Orientation for new cohorts is generally scheduled for one-to-two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1390. MBA Advisory Board The MBA Advisory Board is comprised of both active and retired senior business leaders from global, regional, and entrepreneurial organizations. The board meets several times yearly to review the program’s progress, offer advice, and provide insight into contemporary business issues that influence curriculum development or modification. Additionally, the board is invited to participate in student and alumni events throughout the year. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have: • bachelor’s degree from a regionally-accredited four-year institution • minimum of two years of relevant work experience • personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissons: • completed application—Apply online at www.augsburg.edu/mba/admissions/application.html • $35 application fee • Two personal statements • Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions • Current résumé of work history • Two confidential letters of recommendation • Official GMAT score report (school code 6014)—not required for certificate applicants Or completion of the Individual Learning Profile (ILP) For information about the ILP, contact the Graduate Admission Department Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to six (6.0) transfer credits. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than seven (7.0) courses at Augsburg in order to receive their MBA degree from Augsburg College. All students must complete the Management Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Alternative Option; The Individual Learning Profile (ILP) Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to admittance. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. Eligibility for GMAT Waivers GMAT waivers may be offered to: • Candidates with an appropriate and current GRE score. • Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. • Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD, DDS) • Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the US These will be evaluated by the Admissions Committee. (See grade requirement above) • Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program: • • • • One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Office of Admissions) Current résumé (unless previously submitted to the Office of Admissions) Any other information that you wish to submit to support your request. Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Office of Admissions or the MBA program office. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one trimester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the course information on Records and Registration. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the completion of the program • Successful completion and submission of the management consulting project (capstone) Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University of Minnesota. George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Ashok Kapoor, Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Laura Lazar, Assistant Professor of Business Administration. BA, MLS, Valparaiso University; MBA, PhD, Indiana University. Edward Lotterman, Assistant Professor of Economics. BA, MS, University of Minnesota. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of Utah. Master of Science in Physician Assistant Studies PA Program Mission The mission of the Augsburg College Physician Assistant Program is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be September 2018. About PA A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is registered with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. Curriculum The Physician Assistant program at Augsburg is 36 months long with studies beginning each year in the summer semester (late May). The program accepts 30 students for each new class. The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the overall three academic year length of the program. Studies begin in late May of each year. The first 19 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and ethics and legal issues in medicine. The clinical phase is 17 months in length. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and an elective rotation by choosing from various specialties. The clinical phase will culminate with a 12-week preceptorship. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. PA Program Sample Calendar Calendar—Year 1 Summer • Anatomy • Pathophysiology Fall • Clinical Medicine I • Pharmacotherapy I • History and Physical Exam Skills I Spring • Clinical Medicine II • Pharmacotherapy II • History and Physical Exam Skills II • Research Tools for the PA Calendar—Year 2 Summer • Master’s Project course Fall • Clinical Medicine III • Clinical Phase Transition • Professional Issues Spring • Clinical Rotations 1, 2, 3 Summer • Clinical Rotations 4, 5 Calendar—Year 3 Fall • Clinical Rotations 6, 7, 8 Spring • Preceptorship • Capstone Course PA Program Course Descriptions Academic Phase (first 19 months) PA 501 Human Anatomy and Neuroanatomy This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion, and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 503 Human Pathophysiology This course uses lecture, detailed objectives/study guide, quizzes and exam, discussion, and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Prerequisites: PA student or consent of instructor PA 511 History and Physical Exam Skills I A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin, and otorhinolaryngology systems. Basic nutrition, genetics, preventive health care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 512 History and Physical Exam Skills II A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Prerequisite: PA 511 PA 521 Pharmacotherapy I This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal, and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Prerequisites: PA 501 and 503 PA 522 Pharmacotherapy II This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems, and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Prerequisite: PA 521 PA 531 Clinical Medicine I with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Prerequisites: PA 501 and 503 PA 532 Clinical Medicine II with Lab This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Prerequisite: PA 531 PA 533 Clinical Medicine III : Integrative Health Care This course provides an integrative approach incorporating clinical medicine, history and physical exam, and pharmacotherapy in the study of mental health, geriatrics, women’s health, and pediatrics. Common problems encountered in primary care and other issues unique to these populations are explored. The Community Seniors unit provides a service-learning experience where students work one-on-one with an elderly person from the community. Prerequisites: PA 532 PA 542 Professional Issues A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Prerequisites: PA student or consent of instructor PA 545 Clinical Phase Transition This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Prerequisites: PA 532 PA 555 Research Tools for the PA The course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice; and the responsibility of physician assistants to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Prerequisites: PA student or consent of instructor. PA 570 Interdisciplinary Perspectives on Aging This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences b working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Prerequisites: PA student or consent of instructor PA 599 Directed Study This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature, and produce an analytic paper in consultation with the supervising professor. Prerequisite: PA 552 Clinical Phase (17 months) The clinical phase of the physician assistant graduate program is 17 months in length. The initial 12 months is designed much like a physician’s internship. Each student is required to progress through seven required rotations in the following disciplines: family medicine, internal medicine, pediatrics, general surgery, women’s health, emergency medicine, and psychiatry. Each of these rotations is six weeks long. Additionally, within that first 12 months, each student will complete six weeks total of selected electives from disciplines such as orthopedics, ENT, dermatology, etc. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and different practice settings. To that end, each student will be required to complete several rotations outside the metropolitan area. The clinical phase culminates with a 12-week preceptorship. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The preceptorship may be completed within the community that the student has been in for the required rotations, or may be elsewhere in the state. The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. Clinical Phase Descriptions PA 600 Family Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 601 Internal Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 602 General Surgery Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of general surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 603 Pediatric Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 604 Women’s Health Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of women’s health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 605 Emergency Medicine Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of emergency medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence-based medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 606 Psychiatry Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of psychiatric diseases and conditions unique to the clinical practice of psychiatric medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidencebased medicine as determined by review and analysis of current medical literature. Prerequisite: Clinical phase PA student PA 607 Elective Clinical Practicum A six-week required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Prerequisite: Clinical phase PA student PA 620 or 621 or 622 Preceptorship A required 12-week rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence-based medicine as determined by review and analysis of current medical literature. Can be completed in 620 Family Medicine, 621 General Medicine Specialty, or 622 Surgical Specialty. Prerequisite: PA 600-607 PA 690 Capstone This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Prerequisite: PA 600-607 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30 students. Qualified applicants will have: • Bachelor’s degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. • one full course of general psychology • one full course of developmental psychology (birth to death lifespan) • one full course of physiology* (human/vertebrate/organ) • one full course of microbiology* • one full course of biochemistry* • one full course of general statistics • one course of medical terminology * Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • • • • • Cumulative GPA of 3.2 or higher Science GPA of 3.2 or higher Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Clinical health care experience. Direct patient care is the best type of experience to obtain in order to strengthen an application. Health care experience may be full-time or part-time, paid or volunteer. We recommend 750-1000 hours to be competitive in this category. Demonstration of a commitment to, and involvement with, underserved communities. Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at www.caspaonline.org. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your degree status. Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted between November and January. Those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. After telephone interviews are conducted, the class of 30 students, as well as a list of alternates will be selected. All applicants are notified of their status no later than mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of all qualified students and prohibits unlawful discrimination against anyone on the basis of race, color, national origin, religion, sex, age, marital status, sexual orientation, status without regard to public assistance or disability. Regarding disabled individuals, the PA department is committed to provide reasonable accommodations and will not discriminate against individuals who are qualified, but will expect all applicants and students to meet certain minimal technical standards, with or without reasonable accommodations. Physician assistants must have the knowledge and skills to function in a broad variety of clinical situations and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual: Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides, or videos. Candidates must also be able to interpret X-ray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKGs with or without the use of assistive devices. Thus, functional use of vision is necessary. • • • • • • Oral-Auditory: Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the health care team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous, and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. Motor: Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium, and integrated use of the senses of touch and vision. Cognitive: In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate, and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. Social: Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility, and learn to function in the face of uncertainties inherent in the clinical problems of patients. Tests and Evaluations: In order to evaluate the competence and quality of candidates, the Augsburg Physician Assistant Program employs periodic examinations as an essential component of the physician assistant curriculum. Successful completion of these examinations is required of all candidates as a condition for continued progress through the curriculum. Reasonable accommodation will be made in the form or manner of administration of these evaluations where necessary and possible. Clinical Assessments: Demonstration of clinical competence is also of fundamental importance to the career and curriculum progression of the candidates. Therefore, the process of faculty evaluation of the clinical performance of candidates is an integral and essential part of the curriculum. Although reasonable accommodation will be made, participation in clinical experiences and the evaluation of that participation is required. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. For information on withdrawal, see the Academic Programs and Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. Students who submit letters will be reviewed by the program faculty. Any student requesting readmission will be considered a new applicant to the program and will be required to complete the program application process as a new applicant, and may be required to repeat coursework. Reapplication does not guarantee readmission to the Physician Assistant Program. After careful review of the student’s previous academic record and the request for readmission, a decision will be made. Students may be required to repeat selected coursework or meet new requirements of the Physician Assistant Program that became effective after the student’s withdrawal. A decision will also be rendered as to what program coursework will be considered for credit as completed. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. Payment Options For complete and current payment options go to the Enrollment Center website at www.augsburg.edu/enroll. PA Program Faculty William Patricio Alemán, Assistant Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of California Davis; MEd, University of Minnesota. Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella University; PA Certification, University of Colorado. Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA Certification, Finch University. Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Program Development, Policy, and Administration (PDPA), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission is to develop social work professionals for practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro- and macro-practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • learn how an individual lives in and is affected by his or her social environment; • understand how social policies and programs affect individuals, families, communities, and society; • apply theories and methods of practice through the field practicum experience; • use a range of client-centered approaches to practice with client groups of all types and sizes; • engage in practice informed by sound, scholarly research; • evaluate the effectiveness of your social work practice or social work programs; • advocate for the eradication of oppression and discrimination; and • be a responsible and contributing citizen in the local and global community. Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you wish to seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are foundation students. Foundation students complete 18 full courses. Full-time foundation students are enrolled in a two-year program. Part-time foundation students are enrolled in a four-year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution have advanced standing. Advanced standing students complete 13 full courses and are enrolled in a one-and-a-half-year program. The part-time option is not generally available for students with advanced standing. All students must complete the MSW degree in no more than four years following matriculation. Academic Calendar The MSW program meets on a trimester academic calendar, offering classes September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/enroll/registrar. Class Periods Classes meet in four-hour blocks on Friday evenings, 6 to 10 p.m.; Saturday mornings, 8 a.m. to 12 p.m.; and Saturday afternoons, 1 to 5 p.m. Each class meets for eight sessions in a given trimester. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on assignments or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall, winter, and spring trimesters (a span of 7 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full time while enrolled in the program; however, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Course Credit and Contact Hours A full credit MSW course (1.0) is equal to 4 semester credits or 6 quarter credits. Each full course meets for 32 contact hours, with the expectation of substantial independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Program Development, Policy, and Administration [PDPA]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, applicable for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing students, is a minimum of 500 hours. Each practicum experience is spread over at least two trimesters (fall and winter). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum The foundation curriculum is made up of nine full courses and a generalist field practicum. In the foundation courses, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum, you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two fieldwork seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum The concentration curriculum is made up of nine full courses and an advanced field practicum. After completing the foundation requirements, you will enroll in the concentration curriculum, which you selected at the time of application. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Program Development, Policy, and Administration (PDPA). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two or three field seminar courses. As a capstone to your MSW program, you will complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Program Development, Policy, and Administration (PDPA) Concentration In the tradition of Jane Addams, the heart of macro social work practice directs energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social work must also actively seek equality and justice for clients within agencies, institutions, and society. Social work leaders must advocate for social change to ensure social justice. The Program Development, Policy, and Administration (PDPA) concentration responds to this demand for leadership. The macro (PDPA) social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works in partnership with these individuals and communities to do so. In this concentration you will learn the knowledge and skills necessary to work with others to achieve needed social change. You also will learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. If you are interested in social work leadership, program planning, or community and policy advocacy, this concentration helps you achieve that goal. Portfolio or Summative Evaluation Project Portfolio Project (MCCP students) The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative, i.e., designed for guided reflection and selfevaluation. However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create such a portfolio during their final year of study. Items in a portfolio might include videotapes, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (PDPA students) All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, PDPA students will design and implement a program evaluation for their summative project, which requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Course credit for the general elective is given for this option. Students work with a thesis adviser to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring trimester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: • Successful completion of any admission conditions (e.g., statistics, bachelor’s degree) • Successful completion of MSW courses: 18 full courses for foundation students 13 full courses for advanced standing students • No more than two courses with a grade of 2.5, and with a cumulative GPA of 3.0 or higher • Successful completion of 920 hours of approved field practica for foundation students, 500 hours of approved field practicum for advanced standing students • Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (PDPA) • Successful completion of all degree requirements within four years of matriculation State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL SWK 500* SWK 505* SWK 530* SWK 531* Human Behavior and the Social Environment Practice Methods and Skills 1: Individuals Integrative Field Seminar 1 (.5) (taken concurrent with first practicum) Methods Skills Lab (.5) WINTER SWK 501* SWK 506* SWK 510 SWK 535* SWK 536* History of Social Welfare Policy Practice Methods and Skills 2: Groups Advanced Practice Methods (advanced standing students only) Integrative Field Seminar 2 (.5) (taken concurrent with first practicum) Human Behavior and the Macro Social Environment (.5) SPRING SWK 504 SWK 509 SWK 516 Research Methods 1 Assessment and Diagnosis in Mental Health Practice Community Development for Social Change Concentration Courses Multicultural Clinical Practice Concentration FALL SWK 610 Integrative Field Seminar 3: MCCP (.5) (taken concurrent with second practicum) SWK 615 Diversity/Inequality 1: MCCP (.5) SWK 628 MCCP with Individuals SWK 629 MCCP with Families WINTER SWK 611 SWK 616 SWK 630 SWK 631 SWK 635 Integrative Field Seminar 4: MCCP (.5) (taken concurrent with second practicum) Diversity/Inequality 2: MCCP (.5) MCCP Policy Practice MCCP with Groups (.5) MCCP Evaluation 1 (.5) SPRING SWK 612 SWK 634 SWK 636 SWK 639 SWK 699 Integrative Field Seminar 5: MCCP (.5) (taken concurrent with second practicum) MCCP Supervision (.5) MCCP Evaluation 2 (.5) MCCP Elective (.5) General Elective Program Development, Policy, and Administration Concentration FALL SWK 651 Integrative Field Seminar 3: PDPA (.5) (taken concurrent with second practicum) SWK 657 Diversity/Inequality 1: PDPA (.5) SWK 660 Research 2: Program Evaluation SWK 667 Organizations/Social Admin. Practice 1 WINTER SWK 652 SWK 658 SWK 668 SWK 675 Integrative Field Seminar 4: PDPA (.5) (taken concurrent with second practicum) Diversity/Inequality 2: PDPA (.5) Organizations/Social Admin. Practice 2 Planning and Policy Practice 1 SPRING SWK 669 SWK 676 SWK 699 Organizations/Social Admin. Practice 3 Planning and Policy Practice 2 General Elective *Course potentially can be waived for advanced standing students (BSW holders). Portfolio or Summative Evaluation Project Completed and submitted in final year of study. MSW Course Descriptions Foundation Courses SWK 500 Human Behavior and the Social Environment This course provides the knowledge basic to an understanding of human growth through the life cycle. It explores the interplay of sociocultural, biological, spiritual, and psychological factors that influence the growth of individuals and families in contemporary world society. Basic knowledge of biological systems is required. SWK 501 History of Social Welfare Policy This course analyzes the history of social welfare policy in the United States and its impact on current social systems and social policy. It examines the major assumptions, values, ideas, and events that contribute to the rise of the welfare state and the profession of social work. Social welfare policies of other countries are also explored. SWK 504 Research Methods 1 This course provides an introduction to social science research methods and ethics, including practice and program evaluation. The course presents research designs, both quantitative and qualitative approaches, and various ways to organize, compare, and interpret findings. Students will be introduced to the use of computers in data analysis. Basic knowledge of statistics is required. SWK 505 Practice Methods and Skills 1: Individuals This course introduces students to social work practice. In sequence with SWK 506, it prepares students to apply the generalist perspective for practice with systems of all sizes. Students begin by learning about social work with individuals, with a dual focus on the person in the environment. In this context, they learn about direct services as well as social change. SWK 506 Practice Methods and Skills 2: Groups This course prepares students for generalist social work practice with larger client systems. The strengths perspective is emphasized, and students learn to complete assessments and formulate intervention strategies in partnership with groups, organizations, and communities. SWK 509 Assessment and Diagnosis in Mental Health Practice This is a foundation Human Behavior and the Social Environment course which explores psychopathology and mental disorders from a developmental and strengths perspective. Emphasis is placed on understanding biopsychosocial influences on the incidence, course, and treatment of the most commonly presented mental disorders and the differential effect of these factors on diverse populations at risk. SWK 510 Advanced Practice Methods This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. SWK 516 Community Development for Social Change This course applies the ecological premise that what is personal is also political. The course focuses on knowledge and skills necessary to practice at the community level of social work practice. Students will analyze social organizations, policies, and community development. SWK 530 AND SWK 535 Integrative Field Seminar 1 and 2 (.5 credit each) The integrative field seminars are courses where field practice and classroom theory meet. The goal is to strengthen the connections between social work theory and practice. Students are expected to spend 420 hours in a fieldwork practicum during enrollment in these two courses and to be enrolled in the corresponding practice methods courses. SWK 531 Methods Skills Lab (.5 credit) This half-credit course places an emphasis on active learning and the application of content presented in SWK 505. The skills lab is an integral part of the required graduate school core curriculum. All students in field placements must participate in the skills lab and Integrative Field Seminar 1. SWK 536 Human Behavior and the Macro Social Environment (.5 credit) This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. Multicultural Clinical Practice Concentration Courses SWK 610, 611, and 612 Integrative Field Seminar 3, 4, and 5: MCCP (.5 credit each) The field seminars are designed to address issues and experiences from the student’s field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students’ sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students’ inherent and inescapable contribution based on the students’ use of self. Secondly, the field seminars are the courses where students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent field seminar. SWK 615 and 616 Diversity and Inequality 1 and 2: MCCP (.5 credit each) These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second trimester, students will participate in dialogue group: a stage-based, cofacilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. SWK 628 MCCP with Individuals MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content area are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. SWK 629 MCCP with Families MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. SWK 630 MCCP Policy Practice In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multicultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. SWK 631 MCCP with Groups (.5 credit) This course prepares students for advanced multicultural group work within a clinical practice. It builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive group work. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. SWK 634 MCCP Supervision (.5 credit) Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. SWK 635 and 636 MCCP Evaluation 1 and 2 (.5 credit each) The values and skills of advanced clinical practice combined with research methods guide the creation of culturally appropriate approaches to monitoring and evaluating clinical practice. Multicultural evaluation is built on the values of social work, “dignity, self-determination, equity, empowerment, and social justice” (Gutierrez, 2004, p. 127). Monitoring and evaluating clinical practice requires the integration of evidence-based practice knowledge, multicultural clinical skills and multiepistemological research skills. This approach to evaluation critically applies the fundamental tenants of social science research, including both modern and post-modern methods. SWK 639 MCCP Elective (.5 credit) Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Program Development, Policy, and Administration Concentration Courses SWK 651 AND 652 Integrative Field Seminar 3 and 4: PDPA (.5 credit each) The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. SWK 657 AND 658 Diversity and Inequality 1 and 2: PDPA (.5 credit each) These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. SWK 660 Research 2: Program Evaluation Building on the basic research skills developed in Research 1, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. SWK 667 Organizations/Social Administrative Practice 1 This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. SWK 668 Organizations/Social Administrative Practice 2 This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Prerequisite: SWK 667 SWK 669 Organizations/Social Administrative Practice 3 This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Prerequisite: SWK 668 SWK 675 Planning and Policy Practice 1 This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. SWK 676 Planning and Policy Practice 2 This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Prerequisite: SWK 675 Both Concentrations SWK 699 General Elective Students in both concentrations complete at least one general elective course for graduation. The following are examples of elective offerings that are rotated each year: • Parent and Professional Planning • Interdisciplinary Perspectives on Aging • Cognitive Behavioral Therapy in Social Work Clinical Practice • Spirituality and Social Work Practice • Empowerment of Services Users in Mental Health We also offer short-term electives abroad: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) SWK 698 Independent Study Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • ethical, competent professional practice; • problem solving within a systems framework and strengths perspective; • use of advanced practice theories in Multicultural Clinical Practice or Program Development, Policy, and Administration settings; • evaluation of the effectiveness of program or practice activities; • an understanding of, and respect for, diverse peoples and cultures; • responsibility and service to the local and global community in the interest of social justice; and • a commitment to oppose oppression of all forms. Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. The foundation practicum is spread over at least two trimesters (fall and winter) and the concentration practicum is spread over the entire academic year. Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: Foundation Practicum The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and winter trimesters in this practicum. Concentration Practicum The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall, winter, and spring trimesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall. Selection begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend the student field orientation before beginning their search. Students also have the opportunity to attend a Field Fair held jointly by Augsburg College and the University of Minnesota School of Social Work. At this Field Fair, students are able to meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved field sites includes agencies in the following areas of practice: • family and children • child welfare • mental health • crisis intervention • senior resources • family social policy • health and human services • corrections and probation • public and independent schools • youth services • hospitals • • • • • • • • • • • • • • developmental disabilities American Indian family services chronic and persistent mental illness chemical dependency court services immigrant, migrant, refugee services victims of torture faith-based social services neighborhood services legislation advocacy housing services-employment services community organizing research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in theology, we recommend you begin with the Luther Seminary program first and identify yourself as seeking the dual degree. For application information visit the Luther Seminary website at http://www.luthersem.edu/admissions/. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways. • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty. • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (fulltime). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • Luther Seminary full courses: 9 • Augsburg College full courses: 12—advanced standing, 17—foundation (elective is met at Luther) • MSW field practicum course credit hours: See guidelines under field practicum. • MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Program Development, Policy, and Administration (PDPA) concentration. In this macro practice concentration, students learn to affect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary PDPA coursework are eligible to return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons. Year 3 (12–16 months) MBA classes meet primarily one night per week. The MBA program includes a summer term. Curriculum • • • 18 full MSW courses for foundation students or 13 full MSW courses for advanced standing students Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. • Complete a minimum of 8 MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of 9 MBA courses for students who completed the MSW degree prior to 2002 For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the Master of Business Administration section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the MSW application documents for details regarding specific application requirements. Admission Requirements • • • Bachelor’s degree from a regionally-accredited college or university Cumulative undergraduate GPA of 3.0 or higher Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist • • • • • • • • • • • The following materials must be submitted to Augsburg’s Office of Admissions: Completed and signed application form—www.augsburg.edu/msw or call 612-330-1101. The application deadline is January 15 each year for entry in the following academic year. All applications and materials noted below are due by 5 p.m. on the application deadline. $35 application fee One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. Liberal arts prerequisite coursework including 4 social sciences, 3 humanities, 1 biology, and 1 statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three completed and signed recommendation checklist forms, with letters attached Typed, double-spaced personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable (refer to p. 16 for college policy) Official international credit evaluation course-by-course review (for degrees completed outside of the United States) Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to eight (8.0) transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWEaccredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 10 (10.0) courses at Augsburg in order to receive their MSW degree from Augsburg College. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Academic Policies Academic Achievement Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • maintain expected grade point average (3.0 or higher); • complete course requirements of the program and field placement in a timely manner; • complete the program within four years; and • abide by the department’s Standards for Social Work Education and the NASW Code of Ethics. No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level III review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newly-admitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook, which is distributed to newly-admitted students. Program Costs In addition to tuition fees, MSW students can expect to purchase textbooks, a facilities fee, and student liability insurance when in a field placement. There may also be additional fees associated with short-term electives abroad. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnsocialserviceassoc.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.students.gov www.srnexpress.com Examples of Social Work Graduate Scholarships Carl A. Scott Book Scholarship Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) Gosnell Scholarship Funds Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). Vern Lyons Scholarship One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship One $500 award offered to students from African-American, American Indian, Asian, GLBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). Marjorie J. Carpenter Scholarship One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $3,000. Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per trimester. This would apply to all trimesters of your MSW program. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. Accreditations and Affiliations Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College section of this catalog. The Augsburg Master of Social Work program is accredited by the Council on Social Work Education (CSWE). MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in department governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department • encourage constructive dialogue among students, faculty, and department and College administrators • make recommendations to the department regarding program improvements • receive and give feedback on expectations of faculty, students, and the College • plan and coordinate MSW student events, lectures, discussions • organize social action projects. MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW Loyola University; PhD, Loyola University. Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. K. Abel Knochel, Assistant Professor of Social Work. BA, Albright College; MSW, Spalding University; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Nancy Rodenborg, Associate Professor of Social Work, Department Chair. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Michael Schock, Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Staff Erika McCreedy, Administrative Assistant Doran Edwards, BSW Assistant Director Courtney Zaato, Field Assistant Holley Locher, MSW Program Coordinator Augsburg College Board of Regents For more details, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ’65 Ann B. Ashton-Piper Karen Durant ’81 Matt Entenza, JD Mark A. Eustis Anthony L. Genia, Jr, ’85, MD Alexander J. Gonzalez ’90 Michael R. Good ’71 Norman R. Hagfors Jodi Harpstead Rev. Rolf Jacobson, PhD Eric J. Jolly, PhD Cynthia G. Jones ’81, PhD Dean Kennedy ’75 Toby Piper LaBelle ’96 The Honorable LaJune Thomas Lange ’68, JD Andre J. Lewis ’73, PhD Jennifer H. Martin, EdD Marie O. McNeff, EdD Paul S. Mueller ’84, MD Jeff Nodland ’77 Lisa Novotny ’80 Paul C. Pribbenow, PhD Bishop Peter Rogness, ex-officio Gary Tangwall ’80 Rev. David Tiede, PhD Bishop Harold Usgaard, ex-officio Rev. Norman W. Wahl ’76, DMin Bonnie Wallace Rev. Mark Wilhelm, PhD, ex-‐officio
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Title: Augsburg College Undergraduate Catalog, 2013-2014
Collection: Course Catalogs
Search Result: 2013-2014 Undergraduate Catalog Augsburg College Undergraduate Catalog 2013-2014 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and studen...
Show more 2013-2014 Undergraduate Catalog Augsburg College Undergraduate Catalog 2013-2014 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2013 - summer semester 2014. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2013 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow President 2 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime location in the heart of a thriving metropolitan area, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities are an extended campus for Augsburg students. Selection from over 50 Majors Augsburg’s Day program offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows Day Program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. The Weekend and Evening College (WEC) program offers 18 majors and a number of certificate programs. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. 3 History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway— Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 140 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. 4 Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: • • • An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor. Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to www.augsburg.edu/grad. Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, MN. Day Program Augsburg’s Day Program (DAY) provides an educational opportunity for students who want to earn a bachelor’s degree in a traditional weekday format. Weekend and Evening College Augsburg’s Weekend and Evening College (WEC) provides an educational opportunity for adults who want to earn a bachelor’s degree and work or have other commitments during the week. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. Weekend and Evening College began in 1982 with 69 students taking courses in three majors. Eight courses were offered in the first term. Today, with approximately 1,000 students enrolled each semester and 18 majors in the liberal arts and professional studies, WEC is one of the largest programs of its type among Minnesota private colleges. The Non-Traditional Student Augsburg’s Weekend and Evening College is based on the assumption that non-traditional students are mature, selfdisciplined, and motivated learners who seek a combination of classroom experience and individual study. Each course includes periods of concentrated, on-campus study as well as time for independent study and class preparation. Alternate Weekends To meet the needs of non-traditional students, classes generally meet on alternate weekends for three-and-a-half to four hours on either Friday evening, Saturday morning or Saturday afternoon. Laboratory sections or additional class hours may be scheduled during the week. WEC students may take from one to four courses each semester. The WEC academic year is divided into three semesters (fall, spring, and summer). A Community of Learners Essential to the goals of Augsburg’s Weekend and Evening College is participation in a community of non-traditional learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages WEC students to make use of College facilities, such as Lindell Library, and to participate in academic and co-curricular activities, such as the student newspaper, travel seminars, student organizations, fine arts events, networking events, workshops, and convocations. The WEC student body elects its own leaders through the WEC Student Senate. 6 Augsburg continues its tradition of innovation to meet the needs of non-traditional students by creating new programs, and providing faculty and staff development in teaching and serving non-traditional students. Weekend and Evening College Faculty The heart of any educational institution is its faculty, and the WEC faculty are full-time Augsburg professors as well as adjunct faculty who bring professional experience to their teaching. Most faculty hold a doctorate or other terminal degree, and all consider teaching to be the focus of their activities at the College. Professors are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Weekend and Evening College’s small classes facilitate the College’s tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Rochester Campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. In addition to the half-dozen degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester-based courses and courses taken in the Day or WEC program in Minneapolis. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. College of the Third Age Augsburg demonstrates its commitment to lifelong learning in part through its College of the Third Age. College of the Third Age is a teaching-learning service founded more than 30 years ago to serve older adults by encouraging lifelong learning, fostering interactive discussion, and introducing new topics and subjects related to an ever-changing world. A roster of more than 25 retired, semi-retired, and working professors teach non-credit seminars for the program, based upon their areas of expertise. College of the Third Age partners with organizations and facilities that serve older adults in the Twin Cities metropolitan area, including churches, synagogues, community centers, and senior residences. The current catalog lists more than 200 classes available for group study at partner organizations and facilities. To obtain further information about the program or to request a catalog, call 612-330-1139 or visit www.augsburg.edu/thirdage. Campus Location Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. 7 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. 8 Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg College is accredited by: • • • • • The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • American Chemical Society Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music Augsburg College is an institutional member of: • • • • • • • • • • • • • • American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Campus Compact Council of Independent Colleges (CIC) Lutheran Education Council in North America (LECNA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 10 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on June 16, 2010). For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks Assistant Athletic Director 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Interim AVP, Human Resources Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an 11 administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • • • • • • • • • • • • • • The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. 12 Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 13 Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 am and 4:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, and most Saturday mornings during the school year. The Admissions Office is located on the lower level of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures First-year Day Program Students: • • • • • • • Application for Admission o Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org. Transcripts o An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, an official transcript from each institution should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores o First-year applicants are required to submit results from a college entrance examination, unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations o One letter of academic recommendation is required for students who have below a 3.0 GPA and 22 ACT. If the applicant has been out of school for several years, a letter may be submitted by a supervisor, counselor, or pastor (spiritual leader). Essay o First-year applicants are required to provide a 1-2 page essay (approximately 500 words) reflecting on how you will enrich the Augsburg community and how it might enrich you. Another option is to select a current, graded paper that is an accurate example of the applicants writing ability. Additional Information o If there is additional information that may have affected the applicant’s previous academic performance, it may be included as a personal statement with the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision 14 Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission o Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. o • *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Day Program Transfers and Weekend and Evening College (WEC) Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. • • • • • Application for Admission o Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org. Transcripts o Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Recommendations o Two letters of academic recommendation are required for applicants who have below a 2.5 cumulative GPA and/or less than one year of college-level work. If the applicant has been out of school for several years, letters may be submitted by a supervisor, counselor, or pastor (spiritual leader). Additional Information o If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision o Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Application for Readmission Day students who have not registered for courses at Augsburg College for one semester or more, and WEC/Rochester students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of the term for Day students, and one business day prior to the start of the term for WEC/Rochester students. The Student Standing Committee must review any applications from students who left on probation or who were dismissed from the College. 15 Special Students (Non-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by contacting the Registrar’s Office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (nondegree). To apply for admission as a special student, submit the completed application, academic intent, and all necessary official transcripts to the Admissions Office. Contact the Admissions Office regarding which official transcripts you may need for your application file. Special Students (Second Degree) Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Student Admissions International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the Student Life section.) International students should contact International Student and Scholar Services for an international student application and financial requirements. All applicants must provide proof of financial solvency. For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), e-mail Soniel Han at han@augsburg.edu, or write to: International Student and Scholar Services Campus Box 307 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international coursework compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 16 Financing Your Education College Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Day Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/undergraduate-day/. Tuition (full-time enrollment): Students are considered full-time when they take 12-18 semester credits during the semester. The amount is payable at the beginning of each semester or you can set up an official payment plan through Student Financial Services. Tuition (part-time enrollment): This rate applies to students taking fewer than 12 semester credits in a semester. Part-time students taking lifetime sports are charged $220 for that course. Fees (full-time enrollment): Student activity, technology, newspaper readership, wind energy fee, MPIRG. Other special course or program specific fees can be found online at www.augsburg.edu/studentfinancial. Weekend/Evening Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/weekendevening-undergraduate/. Students are considered full-time when they take 12-18 semester credits during the semester. Tuition: Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official payment plan through Student Financial Services. Students taking lifetime sports are charged $220 for that course. Fees: Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at www.augsburg.edu/studentfinancial. Books and Supplies: Approximately $150 per course Audit Fee: $1,000 per course Room Cost: Detailed room rates and housing options are available through Residence Life Office at www.augsburg.edu/reslife/academic-year-rate. Meal Plans: Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/aviands-meal-plans/. Other board plans are available as defined in the housing contract booklet available from the Residence Life Office. Deposits Enrollment Deposit (non-refundable): $150 Required of all new students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first-term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. For more information, contact the Admissions Office. Housing Damage Deposit: $200 17 Required of all resident students at the time of signing a contract to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated in writing for fall or spring term by following the conditions outlined in the housing contract. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification as specified in the housing contract. Payments Semester Charges Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through Augnet, Records and Registration. Payments can be made online at www.augsburg.edu/studentfinancial/makea-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure/. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts/. Financial Policies Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved online payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. For further information view our refund policy online at www.augsburg.edu/studentfinancial/tuition-and-credit-refund/. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the Registrar’s Office website. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the Registrar’s Office website. It must be filled out completely, signed and turned in to the Enrollment Center. Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule). Requests for medical refunds should be made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. 18 Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2012-2013 academic year, more than eight out of ten students at Augsburg received financial assistance. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. How to Apply To be considered for the maximum amount of aid, students and families must apply for financial aid by May 1st. Steps to apply can be found online www.augsburg.edu/studentfinancial/undergraduate-day-financial-aid/ and are updated annually as federal and state processes change. What Happens Next? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding: • • Institutional financial aid programs and requirements for continued eligibility Federal and private loan programs (students must complete a loan application to receive loan funds) Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid 19 through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships/ and transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships/. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. This grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need any additional information about any of these programs. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans • • • Federal Perkins Student Loan o A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan o Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found online at the Financial Aid website, www.augsburg.edu/studentfinancial. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. • Federal College Work Study Program and Minnesota State Work Study Program o Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. 20 Residence Life Program Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: • • • Enrollment deposit Housing deposit Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Housing Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves Everyone), Hip Hop House, Environmental Neighborhood, and Honors. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. 21 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. 22 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Because our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, growth groups, outreach teams, and community outreach opportunities, retreats, peace and justice forums, concerts, and gatherings are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty, and staff gather each day to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. Weekend and Evening College Chapel is held each Saturday morning when classes meet. On Sundays, Trinity Lutheran worship services are held on campus, with many other churches within walking distance. We seek to develop a free and open environment where people are encouraged to use and discover the gifts and sense of call and vocation that God has given them. As a college of the church, we encourage students to form values guided by our Christian heritage, which will be the basis for the kind and quality of life that reaches beyond their years at Augsburg. The college pastor, associate college pastor, and campus ministry staff have offices in the Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Student Government The Augsburg Day Student Government and the Weekend and Evening College Student Government organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas: 1. Campus Activities CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg and surrounding community. 2. Lesbian, Bisexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as by fostering a community that honors and affirms the wholeness of all identities. 23 3. Student and Group Leadership Development Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development. 4. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg College. 5. Student Groups CAO manages student groups on campus and provides them access to many benefits, including but not limited to: organization voicemail, email, and/or website, organization mailbox, Auggie's Nest workstation/work area, Auggie's Nest locker, Auggie Room supplies, skill-building workshops and conferences, advising, funding and grants, and much more. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Weekend and Evening College, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Ethnic Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggies Nest, located on the ground floor of Christensen Center, serves as the student group office area and houses the Augsburg Day and Weekend Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Cubicles, lockers, and additional workspaces are also available in this area for student group use. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals. 24 Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, track and field, and golf. Women annually compete in volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, track and field, and golf. Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Sports and recreation At Augsburg, sports are for all students as well as the intercollegiate athlete. The campus offers, on a space-available basis, a double-rink ice arena, gymnasium, tennis courts, a fitness center with workout machines and weight room, and an air-supported dome over the athletic field for winter fitness use by walkers and runners. (See additional information under Health and Fitness, Fitness Centers.) Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring programs, and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: • • • • Food to Share o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students in need can also find free food at our food shelf on campus, the Campus Cupboard. Food to Grow o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100 garden plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. Food to Buy o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become members of and get a large box of produce each week. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and weekly on campus. 25 Bonner Leader Program In November 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program at Augsburg, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg. Those selected to be a part of the Augsburg College Bonner Leaders are students with diverse ethnic and geographical backgrounds and experience in community and leadership work. Through service placements with partner nonprofit community organizations, students work an average of 200 hours over the course of the academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, and working with a financial literacy program and more. Beyond their work-study service, students participate in other community initiatives and civic engagement projects on campus. Through their participation with the Bonner Leader program, students engage in monthly guided reflections and leadership development training. The Augsburg Bonner Leaders Program is a successful model to build on the College’s culture of community and civic engagement and to take the College community to the next level of deepening knowledge, reflection, and authenticity of civic engagement in the community. Augsburg Reads The Augsburg Reads program is a literacy and tutoring program focused on elementary student achievement. Augsburg Reads pairs college students with community organizations in the Cedar-Riverside neighborhood that are focused on student achievement through after-school programs. 26 Student Resources/Academic and Support Services Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 23,000 e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of the seven private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, www.inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services Career and Internship services at Augsburg includes a comprehensive resource center emphasizing the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their college years. The integration of “knowing and doing” adds breadth and depth to the curriculum and assists students in making more informed academic and career decisions. The underlying assumption is that a liberal arts education is an effective preparation for life, meaningful work, and active citizenship. Career and Internship Services provides opportunities, programs, and career counseling to help students discover their unique gifts, talents, skills, and interests; explore career paths; and grapple with questions of vocation and purpose in a changing world. This process is viewed as an important part of a student’s development while attending college. To aid in this process, professional career staff provide career assessments, individualized career planning and coaching. Staff also assist students with choosing majors, planning for internships, preparing for internship and job searches, and making connections to community, business, and alumni resources. 27 Internships • • Academic Credit o An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students do internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, and schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Interdisciplinary (INS) internships are also available. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Internships completed off campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-Credit and Transcript Notation o Not-for-credit internships related to a student’s major or career interests can be registered for a zero-credit transcript notation (GST009). The goal is for students to apply theory to practice in a work setting and reflect on the experience. Work opportunities typically are part-time during the academic year and/or full-time during summer, and can begin and end anytime. Students set learning goals and evaluate their experience. The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and transcript notation work experiences. Internships not for credit and transcript notations may be used to fulfill the Augsburg Experience graduation requirement by completing a Work-Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units: The Deidre Middleton Office of Academic Advising Academic Advising orients new Day and Weekend & Evening College undergraduate students to the academic policies and procedures of the College and assists students with initial course selection. This office continues to serve students throughout their tenure at Augsburg by interpreting core curriculum requirements, administering entry-level skills assessments, interpreting graduation requirements, providing degree-planning materials, and answering questions on student academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the work of professional staff advisors across campus. All current students are assigned to a faculty advisor. Prior to the end of their sophomore year, when they have completed 48 or more semester credits, students are required to declare a major and select a faculty advisor. Majors and minors are declared online through AugNet Records and Registration. Students select a faculty advisor from their major area of study using the Change of Major/New Advisor Form. All Day students are required to meet with their assigned faculty advisor(s) each term prior to registration. Both day and weekend students are encouraged to meet with their faculty advisor(s) as often as is necessary. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become self-directed learners. Comprehensive academic support (e.g., time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: 28 • • • • Tutoring/Supplemental Instruction Services o ASO coordinates free tutoring (contract and drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. Conditional Admit Program (CAP) o A limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Probation Advising o Students placed, continued, or returned to academic probation are required to meet with an approved academic advocate. A registration hold is placed on the student's record, which will prevent registration, until the student completes the probation requirements. Students who do not fulfill the necessary requirements of their probationary status will be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Augsburg Advantage at St. Kate’s (AASK) o Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program. The AASK program is a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first-year students complete at Augsburg. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. o Upon successful completion, students are guaranteed sophomore status (minimum of 28 semester credits) and will have fulfilled many of the first-year Augsburg requirements. o To complete the program, students are required to:  Complete all required courses (30 semester credits) including Foundations of Fitness (at Augsburg) with a minimum 3.0 GPA and no course grade below 2.0 or P.  Satisfactory completion of all Critical Competencies at St. Kates  Attend all seminars and transition events at Augsburg and St. Kates  Complete transition application and recommendation process with advisor at St. Kate’s by March 15.  Complete the Summer Transition Program (one course and all programming) in summer semester at Augsburg after year at St. Kate’s. o A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s University, may be an option for students who are unable to transition after their first year in the AASK program. Students should contact SCU and Augsburg advisors if interested in this option. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • • • Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory 29 • • Assistance with academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of these opportunities and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. TRiO/Student Support Services Students with disabilities may be eligible to apply for TRiO/SSS. TRiO Programs TRiO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College. TRiO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRiO/Student Support Services Student Support Services (SSS) is a TRiO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRiO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRiO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRiO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program advisor to address academic success issues through: • • • • • • • • • • • • • Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) Career and personal skills development, with referrals to appropriate resources Academic success workshops, group academic skill development Graduate and professional school information and application assistance Social and cultural activities and student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising 30 • Need-based endowed scholarships for students actively participating in TRiO/SSS. Students may apply for TRiO/SSS any time after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRiO/SSS advisor, contact TRiO/SSS program staff at 612-330-1311 or triosss@augsburg.edu. TRiO-McNair Scholars Program The Ronald E. McNair Post-baccalaureate Achievement Program, a federal TRiO program funded by the US Department of Education, is designed to prepare participants for doctoral studies through involvement in research and other scholarly activities. The goal of McNair is to increase graduate degree attainment for students from underrepresented segments of society and to encourage these students to consider becoming college professors. McNair Scholars enroll in the program during their sophomore or junior year. Students must be enrolled full-time at Augsburg College, demonstrate strong academic potential, and have an interest in pursuing doctoral studies. To qualify as eligible for the program, the student must be low-income AND first generation OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. The Augsburg McNair program serves 26 students per year. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting their work at a professional conference. Students will also participate in: • • • • • • • • Social and cultural activities to enrich participants’ academic lives and perspectives Conference travel and professional presentation of participants’ original research Graduate program exploration and application assistance Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the GRE, as well as McNair-designated fellowships Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs Academic workshops and the McNair 301 course— Research in the Disciplines Opportunities to sharpen writing, library, technology, and oral presentation skills A motivated, diverse, and supportive learning community Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research • • Summer Research Program o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend. Academic year research o $1,000 to pursue scholarship with a faculty mentor Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: • • • • Fulbright US Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) 31 • • • • • • • Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($5,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate and Professional School Advising Individualized advising and application assistance for: • • • Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, etc.) Off-campus summer research experiences for undergraduates (US and abroad) GRE test Affordable, on-campus prep courses Other Initiatives • • • • Fund student travel to national academic conferences to present research findings Mayo Innovation Scholars Program o Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property Zyzzogeton o Annual on-campus festival showcasing undergraduate research and creative activity Courtland Agre Annual Summer Research Symposium for students in STEM disciplines (in conjunction with Nobel laureate, chemist, and Augsburg alumnus Peter Agre, and St. Olaf College) Bernhard Christensen Center for Vocation Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. When Exploring Our Gifts ended in summer 2010, the College created a permanent center—the Bernhard Christensen Center for Vocation—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier initiatives and carries on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit www.augsburg.edu/acfl/. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values: recovery based on spirituality and the 12-step model; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits, and emotions. 32 Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community-building activities. Students have access to academic skills specialists and other support services on campus. Participation in Step-UP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12-step abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Ethnic Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: • • • • • • • Assisting students with the admission process and financial aid application Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Hispanic/Latino Student Services The Hispanic/Latino Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students from Day, WEC, and Graduate programs find assistance in financial aid procedures, scholarships, academic planning, career counseling, internships and employment referrals. The program advises and supports the Augsburg Latin American Student organization (ALAS) and the Spanish Conversation Group with extra-curricular or cultural activities that improve the academic development of all students; advocating to foster leadership and success when students are dealing with identity or uncertainties. These and other efforts help the campus community with awareness of the unique aspects of the Latino culture and for students to find an institutional connection and belonging. The Hispanic/Latino Student Services program assists with recruitment and retention, maintains strong collaborative efforts with on campus programs and collaborates with high schools and non-profits in the metro area. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. 33 The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: • • • • • • • • • A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/lgbtqia. 34 Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students (women and men) and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, an annual Feminist Film Series, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for Counseling and Health Promotion (CCHP) CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges with professional mental health counselors. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly yoga classes, mindfulness events and an annual health fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cchp. 35 Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. Examples of ISSS responsibilities include: • • • • • • • • • Recruiting international student applicants and guiding them through application and visa processing procedures Managing international student recruitment partnerships Marketing Augsburg College to the international community Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 36 Special Academic Programs Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. Weekend and Evening College is not part of the ACTC consortium, and weekend students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and MetroUrban Studies sections of the departmental pages of this catalog.) McNally Smith College of Music Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors. There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. 37 Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith. Air Force ROTC Augsburg Day students may participate in the Air Force ROTC program at the University of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information contact the Registrar’s Office, or the University of St. Thomas at 651-962-6320 or 1-800-328-6819, x6320. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the Registrar’s Office. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in education abroad, which includes study, internships, service-learning, research, student teaching, and field study abroad. Services provided through the Augsburg Abroad office: • • • • • Study abroad program selection advising Financial and academic advising for study abroad Registration and billing for study abroad Pre-departure and re-entry support (application, orientation, etc.) Faculty-led, short-term program coordination About half of Augsburg undergraduate students study abroad at least once before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, do student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in Tanzania, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries. Programs vary in length from one week to a year abroad. In addition to the Augsburg Study Abroad programs (Augsburg faculty-led short-term, Center for Global Education, International Partners and Exchange, and HECUA programs), students can choose from affiliated program providers. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroad-approved study abroad programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Lifetime Activity, Honors, and internship requirements. This is determined prior to departure when students fill out the required Course Approval Form that is signed by faculty advisor(s), and appropriate staff and faculty approving courses. Semester and Summer Programs • • • • • Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students remain enrolled at Augsburg while abroad. Students must take a full load of credits while abroad on semester programs. Students must take courses graded A-F while abroad. Grades received on affiliated and non-Augsburg programs are reported as transfer credit on the transcript, and thus are not figured into the GPA. A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg. 38 Faculty-led Short-term Programs Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. Eligibility Following are Augsburg College’s requirements for study abroad: • • • • • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. Sophomore, junior, or senior standing by the time you study abroad. First-year students on a case-by-case basis may be allowed to study at Augsburg’s Center for Global Education-Mexico site during their second term. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before they may study off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. No outstanding balances on student account Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is important. Application Process In order to study abroad students should follow the P-A-C-K steps: Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at www.augsburg.edu/augsburgabroad. Advising: Attend an advising meeting—check Augsburg Abroad website for times and location Choose: Choose from more than 300 Augsburg and affiliate programs in more than 90 countries. An advanced online search tool helps students find programs based on location, academic needs, and personal interests. Applying online is easy—click "Apply Now" and follow the simple steps. Key Dates: Keep track of application deadlines. Application Deadlines September 30 November 1 January 31 March 1 Spring semester study abroad and winter-break faculty-led programs Spring-break faculty-led programs Summer Session faculty-led programs Fall semester and non-faculty-led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Study Abroad and Disabilities Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Students are encouraged to work closely with Augsburg Abroad and CLASS. 39 Students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Augsburg Abroad will work closely with the student and CLASS office to determine needs and make appropriate and reasonable accommodations abroad. Costs and Financial Aid The cost of semester study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to study abroad multiple times on Augsburg programs (see below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study abroad costs on an affiliate program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the study abroad fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and refund policies of Augsburg Abroad and their program provider. Augsburg Study Abroad Programs Augsburg Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks. Program offerings change annually. Scholarships are available for some programs. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Cuba, Mexico and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families. In the Mexico and Namibia programs, students travel together on two-week seminars—from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. Scholarships are available for Augsburg students. History, Culture and Politics of Cuba—Fall or Spring Learn about decision making processes and citizenship rights by exploring the impact of paternalism, centralism, bureaucracy, autonomy, the role of mass organizations, collective rights, and the meaning of community. Students will also explore social justice as it relates to wealth production, including discussion of market mechanisms, socialization, and material versus moral incentives. The program will also delve into race, class, gender, and sexual orientation in the Cuban context and students will be challenged to examine issues of equity, the impact of a classless society, and the 40 historical context of today's social relations. Course offerings include History of Cuba, Cuban Politics, Special Topics in Sociology: Cuba Today, and Intermediate Spanish. Prerequisite: at least one year of Spanish or the equivalent. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Students may meet several Core Curriculum requirements while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish, and Women’s Studies. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. Credit is available in History, Religion, Political Science, and Interdisciplinary Studies. Internships are also available in several disciplines. Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, Nicaragua)—Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America as well as study approaches toward social and economic development. Course credit may be earned in Spanish, Religion, History, Women’s studies, and Political Science. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curricular requirements for the Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. 41 International Exchange Partner Programs The Office of International Programs offers a broad range of semester and academic year exchange programs in China, Finland, Germany, Hong Kong, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English. Travel scholarships are available for these programs. For further information on these programs and scholarships contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the International Programs and Metro-Urban Studies sections of the departmental pages of this catalog. Community Internships in Latin America (Ecuador)—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. New Zealand Culture and the Environment: A Shared Future—Fall Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Northern Ireland: Democracy and Social Change—Fall and Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. The New Norway: Globalization, National Identity and the Politics of Belonging (formerly Scandinavian Urban Studies Term/SUST)—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Inequality in America: Policy, Community, and the Politics of Empowerment (formerly Metro Urban Studies Term/MUST)—Fall or Spring This semester-length program delves into the root causes of increasing levels of poverty and inequality in the United States. To understand these issues, the program focuses on the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. Art for Social Change: Intersections of Art, Identity and Advocacy (formerly City Arts)—Spring An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet Twin Cities artists, activists, private and public arts funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change. 42 Environmental Sustainability: Science, Public Policy, and Community Action—Fall This semester program addresses key processes of ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. It uses social, economic, and environmental sustainability to address themes like the links between rural and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience learning from community organizers, government planners, and business leaders who are rising to the challenges of creating a more sustainable world. Writing for Social Change: The Personal, the political and the Power of the Written Word—Fall Writing for Social Change prepares students to be better readers, writers, and actors in our society by looking at the role of literature and literary production in creating social transformation. As one theme of the program, students focus on “voice” and the idea of claiming voice as a means of empowerment, while they simultaneously develop writing craft and critical reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and creative nonfiction) and critical reading/reflection sessions. Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/US relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. 43 Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. Day students are required to meet with their faculty advisor prior to registration for the fall and spring terms. WEC students are not required to meet with a faculty advisor, but it is strongly encouraged. . As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Specific registration dates and deadlines for each semester are listed under Academic Calendars at www.augsburg.edu/registrar. Students who believe they have sufficient preparation but not the required prerequisite for a course may contact the instructor to inquire whether the prerequisite can be waived. ENL 111 and Math Placement Group 3 prerequisites cannot be waived by the instructor. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu to resolve the issue. The following registrations cannot be completed online and must be processed with a Registration Form: • • • • • THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Student Teaching (Education Department approval required) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage; instructor and department chair signatures required) Internships (Internship Registration form available on the Registrar’s Office webpage; instructor and Director or Coordinator of Internship Services signatures required) ACTC school course listings are also available online and should be checked to verify the correct meeting times and room assignment. Credit Loads Full-time day students normally register for 16 credits per semester. Students in the WEC/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 18 semester credits, students must petition the Committee on Student Standing unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: There is an additional tuition charge for course loads over 18 semester credits. This includes combining the credit load from both the DAY and WEC programs. Auditing classes over the 18 semester credit limit will also incur a tuition charge.) Internship Registration Registration for internships consists of the following steps: • • • Complete and submit the Internship Registration form with signatures of the faculty supervisor and Director of the Strommen Center for Meaningful Work. You must register the internship for the academic term that coincides with the internship experience. A Learning Agreement Plan (available from the Strommen Center) must be submitted to the faculty supervisor responsible for grading the experience. The form is sent to the Strommen Center and copies are sent to the faculty supervisor and student. 44 Independent/Directed Study Registration To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form with signatures of the faculty member responsible for the grade and the chair of the appropriate department Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar/. Crossover Registration Policy Updated May 2013 – This policy is approved for the 2013-2014 academic year and is subject to review for the 2014-2015 academic year. • • • • • • • • Every Augsburg undergraduate student is admitted to a “home program-Day/WEC.” Students may submit a Change of Program request no more than once each academic year. Students may register online for one or more courses per semester outside of their home program. Enrollment will be based on class availability. Students will be charged the rate of their home program for courses in which they enroll outside their home program. The rate will be based on the maximum credit load they are carrying on any calendar date over the span of the fall or spring semester. For example, a Day program student taking 8 semester credits in the Day program, and 4 semester credits in the WEC program, will be considered full-time and will be charged the full-time Day program tuition rate. A WEC student taking 8 semester credits in the WEC program, and 4 semester credits in the Day program, will pay the WEC tuition rate x 12 semester credits. Day students who take more than 18 semester credits will pay the overload fee for any semester credits over 18 in their combined Day/WEC load*. The maximum number of credits that may be included in the Day full-time tuition rate for students who cross-register is 18. *Combined Day/WEC load includes all courses in Fall and Spring Semesters. Students have registration priority in their home program. The WEC and Rochester programs are not part of the Associated Colleges of the Twin Cities (ACTC) consortium. WEC students are not eligible to take ACTC courses on a crossover basis. Day students are allowed to register for crossover and ACTC courses. International students (F-1) are required to be enrolled in the DAY program and may not enroll as WEC students. The only exception is the BSN completion program in WEC, as this major is not offered in the Day program. International students are allowed to participate in crossover registration for specific courses as long as they continue to be full-time students within the DAY program. Crossover registration dates are published on the Registrar’s Office webpage. Registration in Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (Day, WEC, or Rochester). Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via AugNet Records and Registration. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit grading system. 45 The following is an explanation of undergraduate grades: Grade 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 P N V W I X Letter Equivalent A A-/B+ B B-/C+ C C-/D+ D DF Explanation Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Represents work at 2.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Pass/No Credit Grades Students who choose the P/N option are cautioned: • • • • • In order to receive a grade of P, a student must achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin honors, students may elect P/N grading for no more than eight semester credits. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published each semester. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form by the end of the semester with the Registrar’s Office. This form states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following academic semester. If the work is not completed by the specified date of the following academic semester, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that 46 students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time Day students will be charged an audit fee if their total credit load is over 18 credits. The charge for to audit a course is $1,000 for parttime Day and WEC students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned. Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of semester credits completed. Classification Freshmen Sophomores Juniors Seniors Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” completing a Change of Program form. Applications are reviewed by the Registrar and Director of Student Financial Services. If approved, the change will take effect the following term. Changes are limited to one each academic year. A Change of Program form must be submitted before the term begins. Readmission To apply for readmission after withdrawing from the College, students must submit an Application for Readmission. 47 • • • • • The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. All financial holds must be cleared before a student can be approved for readmission. If the student was academically dismissed, withdrew while on academic probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic records. If necessary, students should instead submit a Withdrawal from College form. A Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal from College is the last Friday prior to finals week. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is submitted to the Registrar’s Office. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is also available on the Registrar’s Office webpage. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. Leave of Absence Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students who withdraw from all courses while their courses are in progress. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must provide a copy of their orders to the Registrar’s Office. If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s and/or the Dean’s Office as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee reviews requests for exceptions to academic policies. Typically, the Committee considers requests for: • • • • Minor exceptions to academic requirements and/or approval of transfer course substitutions Extending time for an incomplete Permission to take a course overload Student schedule changes after registration deadlines (adding, withdrawing, or grade option changes) For petitions requesting a late registration, any student account holds must be cleared before submitting the petition. 48 In addition, the Committee reviews students’ transcripts in determining academic probation or dismissal from the College on academic grounds. The Committee also hears appeals from students who have been dismissed for academic reasons. The Committee reviews student requests for readmission to the College after dismissal or returning after leaving while on probation, or students readmitting to the College immediately after a term in which they withdrew from College. During fall and spring semesters, the Committee meets on the 2nd and 4th Thursday of each month. During summer semester, the Committee meets on the 3rd Thursday of each month. Petition Process Petitions must include all information requested on this form and be submitted by 12 pm the day prior to the Committee’s meeting. Petitions to change registration after a published deadline must be submitted within six months of the deadline for the relevant term. These petitions may affect your financial aid or student account. Contact Student Financial Services to learn any financial implications. Support of instructor, advisor, or department chair is required for all petitions. Decisions are based on the policies and dates published in the College Catalogs, Student Guide, and Academic Calendars. Decisions will be communicated to you by email within 3 - 5 business days of the committee’s meeting. 1. Complete and sign the Academic/Student Standing Petition (found on the Registrar’s Office website), clearly stating your request and rationale. 2. Obtain support from an instructor, advisor, or department chair. • Requests to add/drop/withdraw a course must have a statement from the instructor. 3. Complete any forms that relate to the petition (i.e. Registration Form) 4. Attach any supporting documents. • For medical issues, include medical documentation. • For death of an immediate family member, include an obituary that states your relationship. 5. Submit completed petition (both pages) and attachments to the Registrar’s Office. 6. Check your Augsburg email account for the committee’s decision. Read the decision carefully, as you may be required to submit further paperwork. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in Computational Philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on an individual basis. The Registrar’s Office 49 evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of semester credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their faculty advisors and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) with a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC and a cumulative grade point average of 2.5 or higher will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Courses with C– grades or below will not be accepted as prerequisites or for application to majors. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • • • • • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and Search for Meaning II Waiver of Augsburg Seminar requirement Waiver of Engaging Minneapolis Waiver of the Entry-level Critical Thinking Assessment Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil/ Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. 50 Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available at the Enrollment Center or on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff, department chairs, and the Registrar’s Office staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The American Council on Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: • • • There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. 51 • Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • • • • • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the five assessment processes available in the APL Program: AP exams, CLEP exams, IB exams, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Information Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits. o Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than eight semester credits with P grades toward a major and no more than four semester credits with a P grade toward a minor. 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certificate programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 1. 52 5. Residence —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA (plus successful completion of the Summa Oral Examination) 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted). For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s Office webpage. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for graduate program students and undergraduate students in the Weekend and Evening College and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • • • • His/her cumulative GPA is below 2.00 He/she is a first-year student who receives two 0.0 or No Pass grades He/she is a sophomore, junior, or senior who receives three 0.0 or No Pass grades At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (see the Academic Skills Office Conditional Admit Program CAP section). 53 For more information on probation requirements, go to the Academic Skills Office website. Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss. Students on probation who voluntarily Withdraw from College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to the student’s commitment to academic success. A student will be removed from probation if: • • His/her cumulative GPA reaches 2.00; or He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 calendar days of notification. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide. Dean’s List The Dean’s List, compiled after each semester, lists undergraduate students whose grade point average for a semester is 3.50 or better. Students must be full-time (12 semester credits), graded on the traditional grading system, with no incompletes in courses offered for credit. The Dean’s List is published on Inside Augsburg and students can choose to submit an announcement to their hometown newspaper. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans of Military Service Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans education benefits can be found at www.gibill.va.gov. 54 The Augsburg Curriculum Augsburg College constructs its curriculum upon the premise that students must be educated intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of knowledge and culture. Required Search for Meaning courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Fitness courses offer students opportunities to develop skills for participation in exercise and sporting activities. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Overview The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Placement Tests Math, Writing, English, and language placement for Augsburg language courses Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg First Year • • • Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum • Christian Vocation and the Search for Meaning I and II The Liberal Arts Foundation • • • • Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Augsburg Experience Senior Keystone Electives Majors Graduation Skills • Critical Thinking 55 • • • Quantitative Reasoning Speaking Writing Entry Level Placement Tests Prior to first-year registration, students will complete entry level skills assessments in: • • • • • Critical Thinking Mathematics Writing Foreign Language Placement (French, German, or Spanish) and, if applicable, English Language Learning First-year students who begin at Augsburg in the fall of 2013 or later, who require developmental/entry-level courses, must complete these courses by the end of their fourth term. Transfer students who begin at Augsburg in the fall of 2013 or later must complete all required developmental/entry-level courses by the end of their third term. The developmental courses subject to this policy are: • • • • • GST 100 ENL 101 ENL 111 / HON 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Entry-Level Critical Thinking Students identified as needing the entry-level critical thinking skill component, based on review of their past academic work, are required to complete GST 100 with a minimum grade of 2.0 or better. Entry-Level Mathematics All students will have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. Students are required to take the Math Placement Exam before registering for the first term. Practice questions and other information are available from Academic Advising. Students may retake the Math Placement Exam once during their first term of enrollment. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Exam. Students in Math Placement Group (MPG) 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Entry-Level Writing A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students who have transferred an equivalent English composition course from another college or Advanced Placement English Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other students must take the Writing Placement Test, which is administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective 56 Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111/112/HON 111). Modern Language Assessment Students with proficiency or experience in French, German, or Spanish will complete an assessment to determine placement in Augsburg’s modern language courses. This assessment, administered by Academic Advising, determines the appropriate starting point for satisfying the modern language requirement. Assessment to determine placement in other languages taught at Augsburg is administered by faculty representing the specific language. English Language Learners (ELL) Assessment Students whose primary language is not English must take the ELL placement test. The placement test assesses preparedness for classes taught in English. Students with 6 or more year of formal primary and/or secondary education in an English speaking education system meet Augsburg’s definition of English as their primary language and therefore are not required to take the ELL placement test. Students’ placement in ELL will be determined by their score on the placement test. Students placing below the 85th percentile are required to enroll in ENL 217/218 - English for Language Learners. Near the end of each term of English for Language Learners, an objective test will be administered to all students in the class. The score on this test will determine whether additional ELL coursework is required. A score of 85 to 100 fulfills the student’s ELL requirement. All students who do not meet the definition of English as primary language must stay enrolled in ENL 217/218 until such time that they pass the ELL placement test at 85 percent or higher. The ELL course can be counted only twice in the total number of courses required for graduation. Students who fulfill the ELL requirement have completed the Modern Language Core Skill requirement for graduation. Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. 57 Lifetime Fitness Two lifetime fitness courses are required. HPE 001 - Foundations of Fitness is required of all students. The second course may be chosen from a variety of different HPE 002 - Lifetime Activity courses. Students may test out of the activity course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not included in the 128 credit graduation requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • • • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of Christian faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: • • • The Augsburg Signature Curriculum The Liberal Arts Foundation The Graduation Skills Requirements The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • • • Encountering the community Engaging the learning process Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the AugSem experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or servicelearning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. 58 The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to this identity and the College’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s Studies. Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another upper-division REL course to fulfill the Search for Meaning II requirement, it may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater Arts. One fine arts LAF requirement can be met by participating in one of the following: • • • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships and applied work experiences (including fieldwork, practicums, and student 59 teaching), faculty-student research, service-learning/community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential and academic learning and link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations, and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education— vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. ůĞĐƚŝǀĞƐ A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: 60 • • • • • • • • • • • • Biology Biopsychology Chemistry Elementary Education Exercise Science Health Education (teaching licensure only) Mathematics Medical Laboratory Science Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Modern Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • • • • • • • • Biology Biopsychology Chemistry Mathematics Medical Laboratory Science Music Therapy Nursing Physics 61 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and WEC. Listings indicated by asterisks are also offered through both the Day Program and WEC, and may include completion of weekday evening courses for some requirements. Students are encouraged to discuss scheduling rotation of major courses with their faculty advisor. Weekend/Rochester students may choose a major offered in the Day program if they wish, but must adhere to crossover registration policies and limitations. Students may also take as many courses as possible through the WEC, then finish the major as a Day Program student. A change of program request is allowed once each academic year, and, if approved, will take effect the following semester. Majors and Areas of Emphasis English* Accounting Communication Arts/Literature (teacher American Indian Studies* licensure major) Art* Creative Writing* Art History Literature, Language, and Theory* Studio Art* Media Writing* Biology (BA or BS) Environmental Studies Life Sciences (BA) Exercise Science (BA or BS) Biopsychology (BS) Film Business Administration Finance Economics/Business Administration Health Education (BA or BS) Marketing (WEC only) History* Music Business International Business Chemistry (BA or BS) International Relations Communication Studies International Business Concentration Computer Science (BA or BS) Languages and Cross-Cultural Studies 1 Computational Economics (BA) Cross-Cultural Studies Computational Philosophy (BA) French Economics German Applied Economics Norwegian Computational Economics Spanish Economics Management Economics/Business Administration Economics/Political Science (teacher licensure major) Marketing Mathematics (BA or BS) Mathematical Economics (BS) Medical Laboratory Science (BS) Education Medieval Studies Education Studies (non-licensure) Metro-Urban Studies Elementary Education Studies (non-licensure) Music Kindergarten-Elementary (BA or BS- licensure) Music (BA) K-12 English as a Second Language Music Business (BA) Special Education: Academic Behavior Music Education (BM) Strategist (WEC only) Music Performance (BM) Secondary (non-major, licensure only) 2 Music Therapy (BS) Engineering 62 Clinical Psychology Psychology and Law Social Psychology Nordic Area Studies Nursing (BS-Evening program offered through WEC only)* Philosophy Computational Philosophy Physical Education (BA or BS) Physics (BA or BS) Biophysics (BS) Space Physics (BS) Political Science Political Science/Economics (teacher licensure major) Pre-Law Public Policy and Political Change Psychology Religion* Youth and Family Ministry Social Work (BS) Sociology Student-Designed Major Theater Arts Design/Technical Directing/Dramaturgy/Playwriting Performance Women’s Studies Global Women's and Gender Studies Sexuality Studies Minors Marketing Mathematics Medieval Studies Metro-Urban Studies Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion* Youth and Family Ministry Sociology Social Welfare Special Education Theater Arts Design/Technical Film/Performance Musical Theater Performance Theater History and Criticism Dramaturgy Women’s Studies Global Women's and Gender Studies Sexuality Studies Accounting American Indian Studies* Art Architecture Art History Studio Art* Biology Business Administration Chemistry Communication Studies Computer Science Economics English* Literature, Language, and Theory Writing Creative Writing Media Writing Environmental Studies Film Health Education History* International Business International Relations Languages and Cross-Cultural Studies French German Norwegian Spanish Leadership Studies 1 Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 63 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: • • • • A statement of learning goals and objectives A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Strommen Career and Internship Center for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course. Submit the completed proposal and supporting documentation to the Dean’s Office. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. Weekend and Evening College is not part of the ACTC consortium, and WEC students may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. 64 Other Study Programs Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary or K-6 license. A middle school endorsement is available in one of the following: mathematics, science, communication arts/literature, social studies. A preprimary endorsement (3- to 5-year-olds) is also available. Licensure is also available in the following middle school/high school fields: 5-8 general science, life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject-area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) A K-12 special education major or license in Special Education: Academic Behavioral Strategist (ABS) is available. A K-12 major and license in English as a Second Language (ESL) is also available. These two majors and licenses are offered only through Weekend and Evening College. Students seeking elementary licensure, special education licensure, and ESL licensure have Education Department advisors. Students seeking 5-12 and K-12 licensure have advisors in their subject area major and in the Education Department. It is important that students work closely with their advisors throughout their programs. Certificate Programs Augsburg offers undergraduate certificates through the Departments of Art and Business Administration (see departmental pages for requirements). Certificates are available to non-degree-seeking students or students who are completing a degree from a different academic department. A student may declare degree-seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs: • • • • Pre-Dentistry o These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116, 351, 352; MAT 114 or 163 or 248; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering o See Engineering departmental page. Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score. Pre-Medicine o Majors in chemistry and biology are not required in order to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has 65 • • • • substantially more training than the minimal course requirements. At this time, most medical schools list prerequisite courses which are the equivalent of CHM 115, 116, 351, 352; BIO 151, 152, 253; MAT 145, 146 and PHY 121, 122. Many also require the equivalent of BIO 369 and MAT 163 or 248. Students should take care to examine closely the requirements of each program to which they intend to apply. o The Medical College Admission Test (MCAT) is scheduled to be substantially altered in 2015. A new section in social and behavioral sciences will be added and greater emphasis placed on advanced topics in biology. Students planning to enter medical school in the fall of 2016 or later should work closely with health profession advisors to learn how the exam will differ from the current format and what prerequisite coursework will be required by medical schools at that time. Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy o Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary o A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine o To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116, 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. 66 Academic Organization and Departments As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees: • Bachelor of Arts • Bachelor of Music • Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student receives an advisor. In this close interaction, faculty act as both mentors and models for students. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 399 - Internship/Off-campus (4 credits) A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a 67 faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 - Directed Study (4 credits) An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 498 - Independent Study/Research (2 credits) 499 - Independent Study/Research (4 credits) An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Calendar All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. In Augsburg’s Day Program full-time students normally take 16 credits per semester. The Day Program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities (ACTC), so that students can take a course on another campus during fall or spring semester. Weekend and Evening College (WEC) classes typically meet on alternate weekends. Some classes may meet weekly on weekday evenings. There are seven to eight face to face class sessions supplemented by online instruction each semester, and classes meet on weekends for 3.5 to 4 hours. Students may take up to 18 credits per semester. Rochester campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may take up to 18 credits per semester. Courses and majors offered through Weekend and Evening College and on the Rochester campus are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Class Schedule In general, courses are offered in both fall and spring semesters unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all schedules. Refer to AugNet Records and Registration for information on when specific courses are offered. Credits Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. 68 Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online course description search as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course if they do not earn a satisfactory grade in the prerequisite for that course. Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities American Indian Studies, Art, Communication Studies, English, History, Languages and Cross-Cultural Studies, Music, Philosophy, Religion, Theater Arts, Women’s Studies, College librarians. Natural and Social Sciences Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology. Professional Studies Business Administration, Education, Health and Physical Education, Nursing, Social Work. Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 69 American Indian Studies American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. Faculty Eric Buffalohead (Chair), Roxanne Gould, Richard Gresczyk, Sophia Jacobson, Elise Marubbio, Jim Rock, Dale Weston Degree and Major Requirements American Indian Studies Major Ten courses including: AIS 105 ‐ Introduction to American Indian Studies AIS 205 ‐ Contemporary American Indians ENL 255 ‐ American Indian Literature or AIS 264 ‐ American Indians in the Cinema HIS 236 ‐ American Indian History REL 370 ‐ American Indian Spirituality and Philosophical Thought AIS 499 ‐ Senior Research Project In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 70 Art Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students and professional artists. Small class sizes and an innovative faculty support creative curriculum in disciplines like drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and we graduate 25-30 majors annually with Bachelor of Arts degrees in art history, studio art, and art education; we also offer an architecture minor and certificates in studio art and digital design. For nearly half a century, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty robert k. tom (Chair), Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney Degree and Major Requirements Note: All studio courses require significant work hours outside of class sessions. Some studio courses have lab fees. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 - Design ART 107 - Drawing One course in two-dimensional art from: ART118 - Painting I ART 223 - Print Making I ART 225 - Graphic Design I ART 257 - Watercolor Painting I One course in three-dimensional art from: ART 221 - Sculpture I ART 250 - Ceramics I ART 280 - Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 - Art History Survey Two additional art history courses ART 305 - Junior Exhibition and Faculty Review ART 405 - Senior Exhibition and Faculty Review Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show with a faculty review, and the annual senior group exhibition. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Choose from ART 102, 225, or upper division art history courses (ART 349, 352, 382, 385, 386, 387, 388, 389). 71 W: Choose two of the following courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389. QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 - Art History Survey ART 388 - Modern Art Six other art or architectural history courses Two studio courses: ART 102 - Design or ART 107 - Drawing ART 118 - Painting I or ART 221 Sculpture I Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division art history courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Art Department-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including ART 107 - Drawing ART 240 – Art History Survey Three additional studio courses. Architecture Minor Five courses including: ART 105 - Introduction to Architectural Drawing ART 210 - Drawing for Design in Architecture ART 243 - History of Architecture to 1750 72 ART 244 - History of Architecture after 1750 ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Digital Design Eight art courses including: ART 102 - Design Four in digital design: ART 215 - Web Design I ART 225 - Graphic Design I ART 320 - Typography ART 340 - Digital Imaging One art history Two studio electives. For a complete list of courses and descriptions, see the Course Description Search. 73 Biology We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics, and computer science, biology is increasingly a multidisciplinary venture. Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curriculum. Augsburg has a strong commitment to undergraduate research. There are a variety of opportunities in the Biology Department to work with faculty on individual research projects both during the academic year as well as during the summer. Students at Augsburg also participate in research programs at other institutions. For many, an undergraduate major in Biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Dale Pederson (Chair), Jennifer Bankers-Fulbright, Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or Bachelor of Arts in life sciences. Bachelor of Arts in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics BIO 361 - Plant Biology or BIO 481 - Ecology MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 248 - Biostatistics or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar 74 or another keystone with departmental approval Four electives from the following: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics Bachelor of Science in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics BIO361 - Plant Biology or BIO 481 - Ecology CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II PHY 121 - General Physics I PHY 122 - General Physics II MAT 145 - Calculus I MAT 146 - Calculus II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Four electives from the following: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics 75 General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 151 ‐ Introductory Biology BIO 152 ‐ Evolution, Ecology, and Diversity BIO 253 ‐ Introductory Cellular Biology BIO 255 ‐ Genetics BIO 361 ‐ Plant Biology or BIO 481 ‐ Ecology MAT 114 ‐ Precalculus or MAT 145 ‐ Calculus I or MAT 163 ‐ Introductory Statistics or MAT 248 ‐ Biostatistics or PSY 215 ‐ Research Methods and Statistics I CHM 115 ‐ General Chemistry I CHM 116 ‐ General Chemistry II PHY 116 ‐ Introduction to Physics or PHY 121, 122 ‐ General Physics I, II BIO 490 ‐ Biology Keystone or SCI 490 ‐ Integrated Science or HON 490 ‐ Honors Senior Seminar or another keystone with departmental approval Two science courses from the following: PHY 101 ‐ Astronomy SCI 106 ‐ Introductory Meteorology An introductory geology course Three electives from the following: BIO 351 ‐ Invertebrate Zoology BIO 353 ‐ Comparative Vertebrate Anatomy BIO 369 ‐ Biochemistry BIO 471 ‐ Advanced Cellular and Molecular Biology BIO 473 ‐ Animal Physiology BIO 474 ‐ Developmental Biology BIO 475 ‐ Neurobiology BIO 476 ‐ Microbiology BIO 486 ‐ Immunology BIO 495 ‐ Special Topics in Biology PHY 317 ‐ Biophysics Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 76 Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg College). Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully complete one of the following: a) one course of approved independent study (BIO 499), b) a research internship combined with BIO 497, or c) participation in the Mayo Innovation Scholars Program. BIO 497 and BIO 499 projects should be submitted to the department for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. BIO 497 and BIO 499 projects must include public presentation and a written report approved by the department. Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg College. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. Students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. A grade of 2.0 or above is required for all supporting courses and biology courses (200 level and above) applied to the major. All biology courses toward the major must be traditionally graded. A GPA of 2.5 in upper division biology courses is required for the life sciences major. *Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology. The requirement will be transcripted as BIO 489 and students will be required to have earned a P in P/N grading in order to fulfill one of the major options. The only requirement for earning a ‘P’ is completion of the exam, either online or on paper. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, the pre‐medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post‐baccalaureate program in these areas should consult early and often with health science advisors Dixie Shafer, Dale Pederson, and Kelsey Richardson‐ Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or independent study. Careful consultation with a biology advisor is recommended to select among coursework and research options. 77 Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post‐Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. Cooperative Education and Service‐Learning The department works with the Strommen Career and Internship Center in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 78 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen Courses: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution and Diversity BIO 253 - Introductory Cellular Biology BIO 475 - Neurobiology PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 - Biopsychology Two Psychology electives from the following: PSY 299 - Directed Study (Research in Biopsychology) or PSY 360 - Psychology Laboratory (two semesters) PSY 354 - Cognitive Psychology PSY 391 - Individual Differences PSY 410 - Clinical Neuropsychology PSY 491 - Advanced Research Seminar PSYC 322 - Sensation and Perception (St. Thomas) PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) PSYC 378 - Psychology of Language (Macalester) PYSC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: BIO 255 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cell and Molecular Biology BIO 473 - Animal Physiology BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) BIOL 356 - Cellular and Molecular Neuroscience (Macalester) PHY 317 - Biophysics Keystone (one required): BIO 490 - Biology Keystone PSY 400 - Keystone Internship 79 SCI 490 - Integrated Science Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. An average grade of 2.0, with no grade below a 1.0 is required for BIO 151 and 152. A grade of 2.0 or above is required for all courses (200 level and above) applied to the major. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 80 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Magdalena M. Paleczny-Zapp (Chair), William M. Arden, John C. Cerrito, David A. Conrad, George F. Dierberger, Jennifer Grant, Marc D. Isaacson, Amin E. Kader, Ashok K. Kapoor, Steven J. LaFave, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Milo A. Schield, Kathryn A. Schwalbe, Peter J. Stark, Stuart M. Stoller General Requirements Majors The Department of Business Administration offers seven majors: Business Administration, Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined business and economics major, which incorporates courses from both the Departments of Business Administration and Economics. Specializations Specializations provide students majoring in a field of study the opportunity to deepen their knowledge of a particular aspect of this major area. Within the Business Administration major there are two specializations: Marketing (WEC only) and Music Business (Day only). Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. Minors are available to students majoring in fields outside the Department of Business Administration, in addition to students majoring in other areas in the Department of Business Administration. The Department of Business Administration offers six minors: Business Administration (for non-business majors only), International Business, Music Business, Accounting, Management Information Systems, and Marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in Information Technology, Business Management, and Business Finance through the WEC program, and are only available to non-degree-seeking students. Certificate requirements are listed in Management, Finance, and Management Information Systems sections of the catalog. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area. Suitable intervening work experience will also be considered. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of 81 recommendation for prospective employers or graduate programs. The business administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the department chair. Students need to apply to the department and start the process during their junior year. Internships Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on International Partners under International Programs in this catalog, or consult the departmental coordinator and/or the department administrator for international business courses or other overseas opportunities. Entrepreneurship Students are encouraged to take BUS 254 - Entrepreneurship. P/N Grades Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits with a P grade toward a minor. Please refer to the P/N and graduation requirements section of this catalog for specific details regarding P/N grades. For a complete list of courses and descriptions, see the Course Description Search. 82 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. The two specializations within this major share a common business core. This common core provides students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Degree and Major Requirements Business Core Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Specialization in Music Business (Day students only) Business Core* plus eight courses: MUS 105 - The Music Business MUS 245 - Arts Management and Concert Promotion MUS/BUS 399 - Internship ECO 112 - Principles of Macroeconomics One additional music business elective (4.0 credits taken at Augsburg or MSCM) 12 semester credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg) selected from: MUS 101 - Materials of Music I MUS 102 - Materials of Music II MUS 111 - Aural Skills I MUS 112 - Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 - Worlds of Music MUS 241 - History of Jazz (other MUS courses as approved by advisor) *Music Business majors may substitute BUS 254 in place of BUS 242 or 200. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either BUS 264 or BUS 379 or COM 352 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. 83 Specialization in Marketing (WEC students only) Business Core plus five courses: ECO 112 ‐ Principles of Macroeconomics BUS 264 ‐ Statistical Literacy for Managers or BUS 379 ‐ Quantitative Methods for Business and Economics MKT 352 ‐ Marketing Research and Analysis MKT 355 ‐ Marketing Communications or MKT 357 ‐ Advertising MKT 450 ‐ Marketing Management Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the business administration major, marketing specialization. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 ‐ Introduction to Financial Accounting ACC 222 ‐ Introduction to Managerial Accounting BUS 242 ‐ Principles of Management or BUS 200 ‐ Exploring Business as a Vocation MKT 252 ‐ Principles of Marketing BUS 379 ‐ Quantitative Methods for Business and Economics or FIN 331 ‐ Financial Management One other upper division BUS, ACC, FIN, MIS, or MKT course ECO 112 ‐ Principles of Macroeconomics ECO 113 ‐ Principles of Microeconomics ECO 312 ‐ Intermediate Macroeconomics ECO 313 ‐ Intermediate Microeconomics One other upper division ECO course Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: ECO 112 or 113 (QF) and either BUS 379 or ECO 318 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 ‐ Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration (open to non‐business majors only) Six courses including: ACC 221 ‐ Introduction to Financial Accounting ACC 222 ‐ Introduction to Managerial Accounting BUS 242 ‐ Principles of Management or BUS 200 ‐ Exploring Business as a Vocation 84 MKT 252 - Principles of Marketing BUS 379 - Quantitative Methods for Business and Economics or BUS 264 - Statistical Literacy for Managers or FIN 331 - Financial Management ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the department chair. Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music department for requirements. For a complete list of courses and descriptions, see the Course Description Search. 85 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules/?id=1105.1500 CMA exam: www.imanet.org/cma_certification.aspx Degree and Major Requirements Accounting Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Accounting Courses Nine courses including: ECO 112 - Principles of Macroeconomics BUS 301 - Business Law BUS 379 - Quantitative Methods for Business and Economics ACC 322 - Accounting Theory and Practice I ACC 323 - Accounting Theory and Practice II ACC 324 - Managerial Cost Accounting ACC 326 - Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting 86 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the Accounting program. 3. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting This minor is recommended for majors in MIS and Finance. Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Accounting Theory and Practice I ACC 323 - Accounting Theory and Practice II ACC 324 - Managerial Cost Accounting One of the following: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business FIN 331 - Financial Management or BUS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 87 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Finance Courses Eight courses including: ECO 112 - Principles of Macroeconomics BUS 301 - Business Law BUS 379 - Quantitative Methods for Business and Economics ACC 322 - Accounting Theory and Practice I FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance ECO 315 - Money and Banking Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. 88 Business Finance Certificate Program The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63 examinations, and will partially meet requirements for the Level I CFA examination. It is designed for students who want to supplement a previously obtained Bachelor’s degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance Certificate is available to non-degree-seeking students and is available through the WEC program. The certificate consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315. Students are required to be in Math Placement Group 3. They must also have a background in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.0 grade point average in all Business Finance Certificate courses. For a complete list of courses and descriptions, see the Course Description Search. 89 International Business The objective of the International Business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in International Business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required International Business Courses Six courses including: BUS 264 - Statistical Literacy for Managers or BUS 379 - Quantitative Methods for Business and Economics BUS 362 - International Business BUS 465 - International Management ECO 112 - Principles of Macroeconomics MKT 466 - International Marketing One additional upper division course in either International Business or International Economics. Options include: ECO 360 - International Economics ECO 370 - International Economic Development FIN 460 - International Finance Students must also complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. 90 Minor in International Business Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: BUS 362 - International Business BUS 465 - International Management ECO 360 - International Economics ECO 370 - International Economic Development FIN 460 - International Finance Students should consult the area coordinator concerning acceptable alternatives in International Economics. For a complete list of courses and descriptions, see the Course Description Search. 91 Management The major in Management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general Business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MKT 252 - Principles of Marketing MIS 260 - Problem Solving for Business Required Management Courses: Six courses including: ECO 112 - Principles of Macroeconomics BUS 264 - Statistical Literacy for Managers or BUS 379 - Quantitative Methods for Business and Economics BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management MIS 376 - Project Management or ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Business Management Certificate Program The Business Management Certificate Program is designed for students who want to add to a current degree, update previously learned skills, change or explore a new career, or increase their value in the job market. It is available to nondegree-seeking students through the WEC program. 92 The certificate consists of five courses: BUS 242 - Principles of Management BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management One of the following BUS 254 - Entrepreneurship ECO 318 - Management Science MIS 376 - Project Management For a complete list of courses and descriptions, see the Course Description Search. 93 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major (16 courses) and includes courses from Computer Science, Mathematics, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required MIS Courses Six courses including: BUS 264 - Statistical Literacy for Managers or BUS 379 - Quantitative Methods for Business and Economics MIS 270 - Data Management for Business MIS 375 - Management Information Systems in the Organization MIS 376 - Project Management MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects Three required supporting courses: CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming or CSC 240 - Introduction to Networking and Communications MAT 171 - Discrete Mathematics for Computing Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in MIS Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management 94 or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from: MIS 270 - Data Management for Business MIS 375 - Management Information Systems in the Organization MIS 376 - Project Management or ECO 318 - Management Science Information Technology Certificate The Information Technology (IT) Certificate program is comprised of six courses, which are part of the Management Information Systems (MIS) degree program. Non-degree-seeking students can complete these six courses to earn the certificate. The certificate is available through the WEC program. Students who do not have a degree are eligible to go on with their studies to complete the BA in MIS. The six certificate courses are: MIS 260 - Problem Solving for Business MIS 270 - Data Management for Business MIS 375 - Management Information Systems in the Organization MIS 376 - Project Management CSC 160 - Introduction to Computer Science and Communication CSC 240 - Introduction to Networking and Communications Students can vary the order of courses taken. However, MIS 260 should be the first MIS course, and CSC 160 should be the first CSC course taken. Students are required to meet a math proficiency level of MPG 3 prior to entering this program. For a complete list of courses and descriptions, see the Course Description Search. 95 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both business and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for Marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations. Degree and Major Requirements Marketing Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Marketing Courses Eight courses including: ECO 112 - Principles of Macroeconomics BUS 264 - Statistical Literacy for Managers or BUS 379 - Quantitative Methods for Business and Economics BUS 301 - Business Law MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing MKT 350 - Consumer Behavior or MKT 354 - Sales Management MKT 355 - Marketing Communications or MKT 357 - Advertising Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in Marketing Five courses including: MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis MKT 355 - Marketing Communications 96 or MKT 357 - Advertising Two additional Marketing courses. This minor is recommended for anyone who wishes to further their knowledge of the marketing field. For a complete list of courses and descriptions, see the Course Description Search. 97 Chemistry Chemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists: • • • • To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Sandra L. Olmsted (Chair), Ron L. Fedie, Vivian Feng, Arlin E. Gyberg (emeritus), David R. Hanson, Joan C. Kunz, Michael Wentzel Degree and Major Requirements Bachelor of Arts Major in Chemistry CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics or CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone One course in Bio-Organic Chemistry or Biochemistry MAT 145 - Calculus I MAT 146 - Calculus II 98 PHY 121 - General Physics I PHY 122 - General Physics II One additional course from: CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy CHM 367 - Properties of Polymers CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Advanced Analytical Chemistry CHM 482 - Advanced Inorganic Chemistry CHM 495 - Topics CHM 499 - Independent Study/Research PHY 317 - Biophysics Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their college careers. Bachelor of Science (non-ACS-Approved) CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry One 4 semester credit course in Bio-Organic Chemistry or Biochemistry CHM 491 - Chemistry Seminar (four semesters) MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II SCI 490 - Integrated Science or other approved Keystone One of: CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics, CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy Three from these electives (12 semester credits) CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics, CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 464 - Advanced Organic Chemistry 99 CHM 481 - Advanced Analytical Chemistry CHM 482 - Advanced Inorganic Chemistry CHM 367 - Properties of Polymers CHM 470 - Principles of Medicinal Chemistry CHM 495 - Topics in Chemistry CHM 499 - Chemistry Research PHY 317 - Biophysics Bachelor of Science (American Chemical Society Approved Major) CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics, CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 464 - Advanced Organic Chemistry CHM 481 - Advanced Analytical Chemistry CHM 482 - Advanced Inorganic Chemistry CHM 491 - Chemistry Seminar (four semesters) CHM 490 - Keystone One course in Bio-Organic Chemistry or Biochemistry MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 121 - General Physics I PHY 122 - General Physics II One course from: CHM 367 - Properties of Polymers CHM 470 - Principles of Medicinal Chemistry CHM 495 - Topics in Chemistry CHM 499 - Independent Study/Research PHY 317 - Biophysics Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. Departmental Honors Full ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; one course (4 semester credits) summer of approved research; participation in seminar. 100 Minor in Chemistry Five courses that must include: CHM 115, 116, CHM 353, and any two other Chemistry courses above 300. At least one of the 300-level courses must be taken at Augsburg. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 101 Communication Studies Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in Communication Studies are concerned with interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental advisor as early as possible to design an approved major program, preferably by the end of the sophomore year. Faculty Communication Studies Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Daniel Hanson, Jenny Hanson, David Lapakko Film Studies Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Jenny Hanson, Martha Johnson, Elise Marubbio Degree and Major Requirements Communication Studies Major, BA For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: COM 111 ‐ Public Speaking or COM 112 ‐ Contest Public Speaking or COM 115 ‐ Scientific and Technical Public Speaking COM 120 ‐ Mass Media and Popular Culture COM 254 ‐ Interpersonal Communication or COM 355 ‐ Small Group Communication COM 280 ‐ Introduction to Communication Studies COM 281 ‐ Research Methods COM 329 ‐ Intercultural Communication COM 351 ‐ Argumentation COM 352 ‐ Persuasion COM 490 ‐ Keystone: Critical Conversations about Vocation A total of 3 electives must be taken from following categories (one course must be from COM): 1 to 3 electives from the following (May not count the same course twice): COM 243 ‐ Studio Production COM 247 ‐ Documentary History and Theory COM 299 ‐ Directed Study COM 321 ‐ Business and Professional Speaking COM 345 ‐ Organizational Communication COM 399 ‐ Internship COM 405 ‐ Nonverbal Communication COM 415 ‐ Advanced Critical Media Studies COM 480 ‐ Public Relations/Promotional Communication COM 499 ‐ Independent Study 102 0 to 2 approved outside electives from another major, for example: ART 132 ‐ Photography I ART 215 ‐ Web Design I ART 225 ‐ Graphic Design I BUS 242 ‐ Principles of Management ENL 227 ‐ Journalism ENL 228 ‐ Broadcast and Online Journalism FLM 399 ‐ Internship MKT 252 ‐ Marketing Another course approved by Communication Studies department Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 ‐ Public Speaking or COM 112 ‐ Contest Public Speaking or COM 115 ‐ Scientific and Technical Speaking COM 254 ‐ Interpersonal Communication COM 280 ‐ Introduction to Communication Studies COM 120 ‐ Mass Media and Popular Culture or COM 243 ‐ Studio Production or POL 342 ‐ Mass Communication in Society COM 351 ‐ Argumentation or COM 352 ‐ Persuasion COM 355 ‐ Small Group Communication or COM 345 ‐ Organizational Communication Film Major The Augsburg Film major reflects our belief that students are transformed through a well‐rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and our Film Artist series. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Philosophy, Communication Studies, Women’s Studies, and American Indian Studies, to name a few. 103 Required of all Film Majors: Nine Core Courses: FLM 180 ‐ Film Sight and Sound FLM 216 ‐ Film Production I ENL 241 ‐ Intro to Cinema Arts COM 247 ‐ Documentary History and Theory FLM 260 ‐ Documentary Production I ENL 371 ‐ History of Cinema FLM 420 ‐ Issues in Contemporary Cinema FLM 490 ‐ Film Studies Keystone: Critical Conversations about Film and Vocation THR 232 ‐ Acting or THR 233 ‐ Acting for Camera Three electives must be chosen from the three defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 ‐ Photography ART 215 ‐ Web Design I ART 315 ‐ Web Design II ART 340 ‐ Digital Imaging COM 243 ‐ Studio Production ENL 228 ‐ Broadcast and Online Journalism ENL 328 ‐ Screenwriting FLM 312 ‐ Film Production II FLM 348 ‐ Intermediate Video Production FLM 399 ‐ Internship FLM 499 ‐ Independent Study MUS 130 ‐ Introduction to Music in the Fine Arts PHY 119 ‐ Physics for the Fine Arts THR 328 ‐ Theatrical Design Track 2: Performance Students interested in acting and directing choose from: ENL 325 ‐ Playwriting I ENL 328 ‐ Screenwriting PHY 119 ‐ Physics for the Fine Arts THR 233 ‐ Acting for Camera THR 328 ‐ Theatrical Design THR 350 ‐ Voice for Speech, Stage, and Screen THR 366 ‐ Stage Direction FLM 399 ‐ Internship FLM 499 ‐ Independent Study Track 3: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: ART 240 ‐ Art History Survey AIS 264 ‐ American Indian in the Cinema AIS 364 ‐ Indigenous Filmmakers 104 AIS 208/408 ‐ Native American Women and Film ENL 221 ‐ Intermediate Expository Writing About the Arts ENL 228 ‐ Broadcast and Online Journalism ENL 328 ‐ Screenwriting ENL 240 ‐ Introduction to Literary Study ENL 430 ‐ Advanced Studies in Theory and Method FLM 399 ‐ Internship FLM 499 ‐ Independent Study PHI 120 ‐ Ethics PHY 119 ‐ Physics for the Fine Arts SPA 248 ‐ Spanish and Latin American Culture Through Film REL 309 ‐ Religion at the Movies Film Minor: COM 120 ‐ Mass Media and Popular Culture COM 247 ‐ Documentary History and Theory ENL 241 ‐ Introduction to Cinema Arts ENL 371 ‐ History of Cinema FLM 180 ‐ Film Sight and Sound FLM 420 ‐ Issues in Contemporary Cinema Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and PHY 119 for Film majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 105 Computer Science The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their coursework by electing an internship, undergraduate research experience, or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters Degree and Major Requirements Computer Science Major, Bachelor of Arts Twelve courses including: CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I CSC 451 - Programming Languages and Compilers II MAT 114 - Precalculus (or MPG 4) MAT 171 - Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I Two electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics for Computation At least one elective must be an upper division course. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by COM 111 or 115 (115 recommended) or a sequence of courses and presentations approved in consultation with the Computer Science department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science Sixteen courses including: CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms 106 CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I CSC 451 - Programming Languages and Compilers II MAT 145 - Calculus I MAT 146 - Calculus II Two courses from: MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures (recommended) MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences And three electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics for Computation At least two electives must be upper division courses. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: COM 111 or 115 (COM 115 recommended), or a sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The Computational Economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from Computer Science, six from Economics, and a required capstone independent study. Students interested in this major should consult with the faculty in Computer Science, in Economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics Noel Petit, Department of Computer Science Major in Computational Economics Major in Computational Economics Thirteen courses including: MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications or CSC 320 - Algorithms or CSC 352 - Database Management and Design CSC 345 - Principles of Computer Organization ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics 107 ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 315 - Money and Banking CSC/ECO 499 - Independent Study Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators: David Apolloni, Department of Philosophy, and Noel Petit, Department of Computer Science Major in Computational Philosophy Fourteen courses including: MAT 171 - Discrete Mathematics for Computing or MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 320 - Algorithms CSC 373 - Symbolic Programming and Artificial Intelligence CSC 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-Century Philosophy PHI 365 - Philosophy of Science PHI 410 - Topics in Philosophy or CSC 495 - Advanced Topics in Computer Science One upper division elective in philosophy Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in Computer Science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division Computer Science course, and one of MAT 171 or MAT 145. 108 A course must be completed with a grade of 2.0 or higher to be counted as completing a major requirement. A course must also be completed with a grade of 2.0 or higher to count as a prerequisite for a subsequent computer science course. For a complete list of courses and descriptions, see the Course Description Search. 109 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, Computational Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts entry into the field of computer science. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning, Bernard Walley Degree and Major Requirements Major in Economics, BA ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three upper division economics electives BUS 379 - Quantitative Methods for Business and Economics or MAT 163 - Introductory Statistics MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 146 - Calculus II 110 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics ECO 360 - International Economics ECO 318 - Management Science ECO 350 - Labor Economics ECO 399 - Internship Program or ECO 499 - Independent Study BUS 379 - Quantitative Methods for Business and Economics or MAT 163 - Introductory Statistics ENL 223 - Writing for Business and the Professions PHI 120 - Ethics or PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Economics, BA See Computer Science. Combined Major in Economics and Business Administration, BA Five Economics courses and supporting courses in other departments: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management MKT 252 - Principles of Marketing FIN 331 - Financial Management or BUS 379 - Quantitative Methods for Business and Economics One upper division Economics course elective One upper division Business elective Major in Mathematical Economics, BS ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics 111 ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 - Calculus I MAT 146 - Calculus II MAT 373 - Probability and Statistics I MAT 374 - Probability and Statistics II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 324 - Analysis or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences or MAT 377 - Operations Research Two upper division economics course electives Recommended Courses: CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 112 Education The Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for: • • • • Elementary (grades K-6); Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics; K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in WEC program only) Optional endorsements for a K-6 elementary license include preprimary (ages 3-5), mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program availability Degree and/or licensure programs are available in both the Day and WEC programs. WEC degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to WEC students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekend or weekday late afternoon/evening schedule. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Graduate Master of Arts in Education A graduate level licensure option is available in the WEC program to those already holding a BA/BS degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in Education (MAE). Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or WEC undergraduate program. Contact the Education Department or the Office of Admissions for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to take the Minnesota Teacher License Exam (MTLE) in basic skills—reading, writing, and mathematics—prior to admission to the department and must pass the MTLE basics skills tests before student teaching. Additional criteria for acceptance into the Education Department are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. State law requires passing appropriate exams (MTLE, pedagogy, and content exams) prior to recommendation for licensure. Students who entered Augsburg College under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. Students are assigned an Education Department program advisor upon request or at the outset of EDU coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students 113 who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Education Faculty Jeanine Gregoire (Chair), Kathy Accurso (Rochester), Elizabeth Ankeny, Chris Brown, Joseph Erickson, Gretchen Irvine, Audrey Lensmire, Gregory Krueger, Cari MacGuire, Susan O’Connor, Vicki Olson, Donna Patterson, Barbara Short, Christopher Smith, Diane Vodicka, Barbara West 114 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite. MAT 137 - Mathematics for Elementary Teachers I MAT 138 - Mathematics for Elementary Teachers II Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World or ENV 120 - Environmental Science PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, weekend, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) BIO 102 - The Biological World or ENV 120 - Environmental Science Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Foundations Block I EDC 200 - Orientation to Education in an Urban Setting* EDC 211 - Minnesota American Indians and EDC 110 - Teaching in a Diverse World or EDC 210 - Diversity in the School or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EED 225 - Foundations of Literacy Foundations Block II EDC 310 - Learning and Development in an Educational Setting* *Courses that require K-12 field service hours 115 Methods Block I (Courses from this point on require admission to the department) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience* EED 386 - K-6 Methods: Children’ Literature Methods Block II EED 341 - K-6 Methods: Art EED 342 - K-6 Methods: Music EED 350 - K-6 Methods: Mathematics* EED 360 - K-6 Methods: Science* EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods* EED 336 - Advanced Literacy Methods* Capstone Block EDC 410 - Learners with Special Needs* EDC 490 - School and Society Student Teaching Block Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major. EED 481, 483, 485 - Student Teaching: Elementary K-6 EED 488: Topics in Education: Teaching Performance Assessment (TPA) and Student Teaching Seminar *Courses that require K-12 field service hours. Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study COM 254 - Interpersonal Communication or COM 329 - Intercultural Communication or COM 351 - Argumentation or COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area* ESE 350 - 5-12 Methods: Literature and Reading* Student Teaching—five weeks Social Studies (5-8th grade) *Courses that require 5-8th grade field service hours POL 121 - American Government and Politics HIS 120 - America to 1848 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non Western World 116 or PSY 105 - Principles of Psychology or SOC 121 - Introduction to Human Society or ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography ESE 300 - Reading/Writing in the Content Area* ESE 311 - Middle School Methods: Social Studies* Student Teaching—five weeks Mathematics (5-8th grade) MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I MAT 163 - Introductory Statistics or MAT - 248 Biostatistics MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area* ESE 331 - Middle School Methods: Mathematics* Student Teaching—five weeks General Science (5-8th grade) CHM 115 - General Chemistry I CHM 116 - General Chemistry II BIO 121 - Human Biology BIO 102 - The Biological World PHY 116 - Introduction to Physics SCI 106 - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area* ESE 341 - Middle School Methods: Natural Science* Student Teaching—five weeks Preprimary Teaching (age 3-5) *Courses that require preschool field service hours. PSY 250 - Child Development SOC 231 - Family Systems: Cross Cultural Perspectives (Day) or SPE 490 Parent and Professional Planning (WEC) ECE 345/545 - Foundations of Preprimary Education (fall)* ECE 346/546 - Learning Environments for Preprimary-aged Children (spring)* ECE 347/547 - Immersion and Teaching Competence (summer)* ECE 488, 489 - Student Teaching: Preprimary (7 weeks in preprimary or kindergarten, 7 weeks in a grade 1-6) Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the Elementary Education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 117 For a complete list of courses and descriptions, see the Course Description Search. 118 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekend framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: HPE 115 - Chemical Dependency Education ENL 111 - Effective Writing Modern language pre-requisites (2 years high school or 1 year college language) Required Education Courses for ESL: EDC 200 - Orientation to Education in an Urban Setting* EDC 211 - Minnesota American Indians and EDC 110 - Teaching in a Diverse World or EDC 210 - Diversity in the School or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting* ESE 325 - Creating Learning Environments * EDC 410 - Learners with Special Needs* EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience* ESL Major Courses ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy* ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods * ESL 490 - Language, Culture, and Schools (Keystone requirement) ESL 481, 483 - Student Teaching: Elementary ESL 485, 487 - Student Teaching: Secondary *Course has a 20 hour field service requirement within K-12 schools attached to it. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 119 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I EDC 200 - Orientation to Education in an Urban Setting* EDC 211 - Minnesota American Indiansand EDC 110 - Teaching in a Diverse World or EDC 210 - Diversity in the School or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology *Courses that require K-12 field service hours. Foundations Block II EDC 310 - Learning and Development in an Educational Setting* Courses from this point and on require admission to the Education Department. Methods Block I ESE 300 - Reading/Writing in the Content Area* ESE 325 - Creating Learning Environments* Methods Block II ESE 3XX - K-12 or 5-12 Methods in Content Area* Capstone Block EDC 410 - Learners with Special Needs* EDC 490 - School and Society Student Teaching Block ESE 481, 483, 485 - Student Teaching: Secondary ESE 488 - Topics in Education: Teaching Performance Assessment (TPA) and Student Teaching Seminar *Courses that require P-12 field service hours. A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. 120 Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the WEC program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. *Courses that require K-12 field service hours. For a complete list of courses and descriptions, see the Course Description Search. 121 Special Education: AcademicBehavioral Strategist The special education ABS major is available only through the WEC program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field service requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through WEC. Licensure is obtained through a combination of graduate and undergraduate credits. Special Education Coordinator: Susan O’Connor Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) Required Education Courses for ABS: EDC 200 - Orientation to Education in an Urban Setting* EDC 211 - Minnesota American Indians and EDC 110 Teaching in a Diverse World or EDC 210 - Diversity in the School or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EED 225 - Foundations of Literacy EDC 310 - Learning and Development in an Educational Setting* (Students must be admitted to Education Department to take courses beyond this point) EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience* EED 336 - Advanced Literacy Methods* EED 350 - K-6 Methods: Mathematics* EED 360 - K-6 Methods: Science* EDC 410 - Learners with Special Needs* EDC 330 - Building the Public Good: Public Achievement and Organizing EDC 331 - Practicum in Public Achievement* SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning *Courses that require K-12 field service hours. SPE 481, 483 - Student Teaching: Elementary Special Education SPE 485, 487 - Student Teaching: Secondary Special Education SPE 488 - Topics: Teaching Performance Assessment (TPA) and Student Teaching Seminar 122 Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 - Learners with Special Needs* EDU 491 - Practicum and Seminar in Special Education* SOC 231 - Family Systems: A Cross-Cultural Perspective PSY 105 - Principles of Psychology Choose one from the following: PSY 250 - Child Development PSY 252 - Adolescent and Young Adult Development PSY 253 - Aging and Adulthood Choose one from the following: SOC 265 - Race, Class and Gender SWK 301 - History and Analysis of Social Policy PSY 357 - Behavior Analysis PSY 359 - Assessment Interested students should contact the director of Special Education at the outset of coursework *Courses that require K-12 field service hours. For a complete list of courses and descriptions, see the Course Description Search. 123 Engineering Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts degree from Augsburg College and an Engineering degree from either the University of Minnesota College of Science and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering advisor is necessary. Applications for these programs require the recommendation of the Augsburg Engineering advisor. Contact Jeff Johnson, Physics Department, johnson9@augsburg.edu or 612-330-1070. University of Minnesota The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (BA/BE) This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the College of Science and Engineering. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the College of Science and Engineering may be completed during the second semester of the junior year at Augsburg. Bachelor of Arts/Master of Engineering (BA/ME) This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the College of Science and Engineering. The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the BA/ME program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the College of Science and Engineering staff regarding courses that should be taken during the senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and Engineering. Michigan Technological University This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the Engineering advisor of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg Engineering advisor. Financial Aid Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. 124 Degree and Major Requirements Minimum course requirements for admission to the dual degree or three-two programs: CHM 115 - General Chemistry I CHM 116 - General Chemistry II CSC 170 - Introduction to Programming ENL 111 - Effective Writing PHY 121 - General Physics I PHY 122 - General Physics II Four mathematics courses are required: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 369 - Modeling and Differential Equations or PHY 327 - Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. For a complete list of courses and descriptions, see the Course Description Search. 125 English Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to frame human events within diverse world views. Those who study English typically believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. At the same time, the English Department’s emphasis on writing helps our students to clarify and share their thoughts. English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and language. Like science, English is interested in discovering order and determining structures. Like speech and communication, English studies the effective use of language. Like history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area. Plays, films, and readings are available near the campus, often within walking distance. English majors also have opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language Learner (ELL) students, or tutoring in the writing lab. Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty John Schmit (Chair), Stephan Clark, Robert Cowgill, Cass Dalglish, Douglas Green, Colin Irvine, Dallas Liddle, Kathryn Swanson, Mzenga Wanyama, Cary Waterman Degree and Major Requirements Choosing a Concentration Students majoring in English have the opportunity to choose one of four concentrations: literature, language, and theory; media writing; creative writing; and secondary licensure in communication arts/literature. While some of our courses explicitly address theoretical approaches to literature, especially those that examine race, class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry, creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills of the educated and employable citizen. English Major with a Literature, Language, and Theory Concentration The Literature, Language, and Theory concentration provides students various approaches to the study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theater Arts, and Women’s Studies. This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including: ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts 126 At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major. At least five 300-level courses, with one each in British literature, American literature, and world literature. At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level. Minor in Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required, including: ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts Four literature, language, and theory courses, three of which must be upper division courses. English Major with a Creative Writing Concentration The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major, students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of established writers. The creative writing concentration expands competencies in observation, research, and analysis that enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. To complete this concentration students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts ENL 226 - Introduction to Creative Writing ENL 320, 321 - Fiction One, Fiction Two or ENL 322, 323 - Poetry One, Poetry Two ENL 420 - Advanced Studies in Writing (Keystone) ART 215 - Web Design I or ART 225 - Graphic Design I One elective from: ENL 227 - Journalism ENL 228 - Broadcast and Online Journalism ENL320 - Fiction One ENL 322 - Poetry One ENL 324 - Creative Non-Fiction ENL/FLM 328 - Screenwriting ENL/THR 325 - Playwriting I ENL 396 - Internship in Teaching Writing ENL 397/399 - Internship An approved ACTC creative writing course English Major with a Media Writing Concentration The English Media Writing concentration helps students develop professional skills in nonfiction writing for contemporary media. Over the course of their study, students master terminology; understand historical, legal and 127 writing concentration emphasizes expanding competencies in observation, research and analysis that enable writers to gather and interpret material from a variety of sources and perspectives for their work. English majors in the Media Writing concentration engage the interdisciplinary demands inherent in creative and media writing, including issues of graphic and web design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Media Writing courses are taught by dedicated professors, who are themselves practicing writers. This writing concentration offers courses of study cross‐listed with Art, Communication studies, and Theater Arts. To complete this concentration students must take 11 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300‐level or higher. ENL 220 ‐ Intermediate Expository Writing or ENL 221 ‐ Intermediate Expository Writing About the Arts ENL 227 ‐ Journalism or ENL 228 ‐ Broadcast and Online Journalism ENL 327 ‐ Advanced Reporting ENL 427 ‐ Advanced Studies in Media, Ethics, and Theory (Keystone) ART 215 ‐ Web Design I ART 225 ‐ Graphic Design I Two electives from: ENL 226 ‐ Introduction to Creative Writing ENL 227 ‐ Journalism ENL 228 ‐ Broadcast and Online Journalism ENL 324 ‐ Creative Non‐Fiction ENL/FLM 328 ‐ Screenwriting ENL/THR 325 ‐ Playwriting I ENL 396 ‐ Internship in Teaching Writing ENL 397/399 ‐ Internship An approved ACTC creative writing course Minors in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200‐level and two from the 300‐level. A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two‐course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach in Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisors in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 ‐ Intermediate Expository Writing ENL 240 ‐ Introduction to Literary Study 128 ENL 240 - Introduction to Literary Study ENL 365 - Contemporary Post Colonial Fiction ENL 380 - Introduction to the English Language ENL 396 - Internship in Teaching Writing Three upper-division ENL Literature courses, one each in British, American, and world literature. Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval) Additional Courses (outside the English Department): COM 112- Contest Public Speaking COM 243 - Studio Production COM 254 - Interpersonal Communication COM 352 - Persuasion Special Methods (two courses): ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: Concentrations in English Literature, Language, and Theory and in Creative Writing: QR/QFA: GST 200 or PHY 119; or QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, or PHY 116; and completion of QA: ENL 327 Concentration in Media Writing: QR:- QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, or PHY 116; and completion of: QA: ENL 327 Communication Arts/Literature Teacher Licensure: QR:--QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, or PHY 116; and completion of: QA: COM 352 Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). 129 Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher will receive a grade of 0.0. Service ŽƵƌƐĞƐ The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. Spotlight Courses Offered alternating terms. Content for each will vary by term—check online course descriptions. Upper Level Courses The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. For a complete list of courses and descriptions, see the Course Description Search. 130 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies— of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, Environmental Studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty Christina Erickson (Social Work, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain (Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith Gilsdorf (Economics), David Hanson (Chemistry), Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry), Michael Lansing (History), Kevin Potts (Biology), Joseph Underhill (Political Science), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major Standard Track Requirements (14 courses): Core courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science SWK 210 - Environmental Justice and Social Change POL 241 - Environmental and River Politics or ENV 310 - Environmental Politics Field Seminar or POL 325 - Politics and Public Policy or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) or SOC 381 The City and Regional Planning ENL 270 - Themes: Literature and Landscape or REL/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - US Urban Environmental History ECO 365 - Environmental Economics ENV 399 - Internship ENV 490 - Environmental Studies Independent Project (Keystone) or ENV 492 - The City and Environment Keystone Biology requirements: BIO 151 - Introductory Biology 131 BIO 152 - Ecology, Evolution and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II (depends on MPG score) HECUA Track Requirements (14 courses): ENV 100 - Environmental Connections SWK 210 - Environmental Justice and Social Change ENL 270 - Themes: Literature and Landscape or REL/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - US Urban Environmental History INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and Integration Seminar) ENV 490 - Environmental Studies Independent Project (Keystone) or ENV 492 - The City and Environment Keystone Biology requirements: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution, and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II (depends on MPG score) Environmental Studies Minor Seven courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science CHM 115 - General Chemistry I BIO 151 - Introductory Biology SWK 210 - Environmental Justice and Social Change HIS 316 - US Urban Environmental History or ENL 270 - Themes: Literature and Landscape or REL/WST 313 - Environmental Theology and Ethics (CGE) POL 241 - Environmental and River Politics or ENV 310 - Environmental Politics Field Seminar or POL 325 - Politics and Public Policy or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) or ECO 365 - Environmental Economics or SOC 381 - City and Regional Planning Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 132 For a complete list of courses and descriptions, see the Course Description Search. 133 Health, Physical Education, and Exercise Science All students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational participants as well as student athletes will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health fitness professions. All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix. Health, Physical Education and Exercise Science Faculty Eileen Kaese Uzarek (Chair), David Barrett, Jane Becker, Chris Brown, Anthony Clapp, Carol Enke, Aaron Griess, Melissa Lee, Mike Navarre, Patrice Salmeri, Missy Strauch, Ted Vickerman Degree and Major Requirements Health Education Major HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Measurement in Health, Physical Education and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology PSY 250 - Child Development or PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education 134 HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Physical Education Major: HPE 104 - Components of Fitness Training HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 220 - Motor Learning and Development HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 275 - Prevention and Care of Athletic Injuries HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 351 - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: 135 HPE 114 - Safety Education HPE 275 - Prevention and Care of Athletic Injuries HPE 280 - Coaching Theory The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Exercise Science Major, BA HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Health and Exercise Psychology HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 305 - Stress Management HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship in Exercise Science HPE 450 - Current Health Issues HPE 490 - Exercise Science Seminar and Keystone BIO 103 - Human Anatomy and Physiology HPE 315 - Exercise Testing and Prescription HPE 430 - Epidemiology (HLTH 400 - Epidemiology at Univ. of St. Thomas) or HPE 304 - Advanced Fitness Training Exercise Science Major, BS Pre-Health Science Track: This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied professions such as physical therapy, occupational therapy, athletic training, and chiropractic. HPE 104 - Components of Fitness HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Exercise and Health Psychology HPE 275 - Prevention and Care of Athletic Injuries HLTH 345 - Nutrition for Health (St. Thomas) HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 - Kinesiology 136 HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship HPE 450 - Current Health Issues HPE 490 - Exercise Science Seminar and Keystone Supporting courses: BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 353 - Comparative Vertebrate Anatomy BIO 473 - Animal Physiology CHM 115 - General Chemistry I CHM 116 - General Chemistry II EXSS 3650 - Methods for Fitness Professionals (St. Catherine) EXSS 4300 - Advanced Biomechanics (St. Catherine) FSNU 3250 - Sports Nutrition (St. Catherine) MAT 114 - Precalculus INDI 2220 - Medical Terminology (St. Catherine) INDI 4900 - Intro to Physical Therapy (St. Catherine) HPE 220 - Motor Learning and Development PHYS 1080 - Physics for Health Science I (St. Catherine) PHYS 1090 - Physics for Health Science II (St. Catherine) PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 137 History History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Michael Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, Bill Green, Don Gustafson Degree and Major Requirements History Major Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, MAT 163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to four credits) to be defended before a faculty committee. Medieval Studies The History Department also hosts the major in Medieval Studies. For more information, refer to Medieval Studies in this catalog. 138 Other Requirements First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 139 Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact Robert C. Groven, Honors Program director, at honors@augsburg.edu. Honors Program Recognition Students who complete the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admission Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application at www.augsburg/honors.edu. Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors program director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program for Advanced Transfer Students Students with more than 64 credits in transfer work may enter the Scholars Program but may not enter the Honors Program. The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, students must join an Honors House and participate in required meetings, maintain an overall GPA of 3.50 or higher, and take HON 340, HON 490, and two other full-credit Honors courses. 140 Honors Co-Curricular Activities Honors Houses All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: • • • • The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship, such as College scholarship events. The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors students. Pike House also organizes events for alumni and fundraising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and Augsburg experiences. Augsburg Honors Review Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Student Leadership Opportunities Students elected to leadership within their Honors House may serve as house presidents or serve in other program leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through student-created learning experiences. These student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements, or simply be an elective course. Student-created learning experiences may take almost any form. Some possible forms include: • • • • • Student-created courses (created in collaboration with faculty) Full course (10-20 students) Reading Groups (2-9 students) Individual Reading and Examination (individual study) Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council member or the Honors Program director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. 141 First Year: Fall • • • • First-year students select Honors House membership. First-year students are not permitted to join Augsburg Honors Review. HON 100 - Christian Vocation and the Search for Meaning I HON 120 - Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking skill requirements) First Year: Spring • • HON 130 - Liberating Letters (humanities LAF and speaking skill) HON 111 - Effective Writing for Liberating Letters (satisfies effective writing requirement) Second Year: Fall • • • Students write and research as staff writers in HON 450: Augsburg Honors Review (0.0 credit, pass/no credit) HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill requirements) HON 200 - Christian Vocation and the Search for Meaning II Second Year: Spring • • HON 450 - Augsburg Honors Review (0.0 credit, P/N grading) - Students write and research as staff writers HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF) Third Year: Fall • • • • Students eligible to become editors and managers in HON 450: Augsburg Honors Review HON 250 - Social Scientist (satisfies social and behavioral sciences LAF) HON 200 - Christian Vocation and the Search for Meaning II HON 340 - Junior Colloquium (taught by the President or Dean of the College; 0.0 credit, P/N grading) Third Year: Spring • • • Students eligible to become editors and managers in HON 450: Augsburg Honors Review HON 230 - Arts and the City (satisfies fine arts LAF) HON 340 - Junior Colloquium (continues from fall semester; 0.0 credit, pass/no credit) Fourth Year: Fall • • Students may join HON 450 - Augsburg Honors Review and HON 460 - Honors Disputation League in their fourth year HON 490 - Honors Senior Seminar (offered fall and spring) Fourth Year: Spring • HON 490 - Honors Senior Seminar (offered fall and spring) Research Requirement At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research Requirement document available in the Honors Suite or online. In addition, students must register for at least two semesters of the following to document the research experience on their transcript: HON 450 - Augsburg Honors Review HON 470 - Student/Faculty Research Collaboration Summary Notes • • • The Honors recommended sequence satisfies all general education requirements except foreign language and physical education. Students past first year may take courses out of the recommended sequence without prior permission. Residency: All Honors students must complete seven full-credit courses in the Augsburg Honors Program to meet the Honors residency requirement for graduation. 142 For a complete list of courses and descriptions, see the Course Description Search. 143 Interdisciplinary Studies Interdisciplinary Studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: • • • • • • American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) Information about these majors and their requirements can be found in their respective departmental pages. Other interdisciplinary course offerings are listed under International Programs. Coordinator: Alan Tuchtenhagen Leadership Studies Minor The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in Leadership Studies, drawing on a wide variety of courses across disciplinary lines. A minor in Leadership Studies can enhance your major in a wide variety of disciplines including Business, Sociology, Political Science, Communication, Computer Science, Economics, and Psychology. Four required courses: BUS 242 - Principles of Management SOC 349 - Sociology of Organizations COM 345 - Organizational Communication POL 371 - Topics: Becoming a Leader Two required electives from the following list. (No more than one per department) BUS 340 - Human Resource Management BUS 440 - Strategic Management HIS 122 - 20th-Century United States PSY 373 - Industrial/Organizational Psychology COM 321 - Business and Professional Speaking COM 355 - Small Group Communication Peace and Global Studies Minor See International Relations’ departmental page. For a complete list of courses and descriptions, see the Course Description Search. 144 International Programs Study abroad at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad in every student’s degree program. Augsburg’s programs, the Center for Global Education, and HECUA provide study abroad opportunities for students in all majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have 300 programs in nearly 90 countries from which to choose the best opportunity for their curricular and personal needs. Augsburg Abroad is the front door for students and faculty interested in study abroad, and provides advising on programs, finances, and academics. More information about study abroad is located in Augsburg Abroad, in the Special Programs section of this catalog. Center for Global Education Programs Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Although students may select courses from several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish, and Women’s Studies. Prerequisite: One college-level Spanish course or its equivalent Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisite: One college-level Spanish course or its equivalent 145 Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester. Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, and Nicaragua)—Fall or Spring This multi-country program, defined by an experiential methodology and unique approach to community engagement, offers students a provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. All students will take the following four courses: one Spanish course, REL 366, HIS/WST 355, and POL 310. Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia)—Fall or Spring This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid in South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under- and unequal development; and the long-term project of decolonizing the mind. Courses offerings include: HIS 327, POL 353, REL 346, and INS 312. Internships are also available in eight different departments, and a Lifetime Activity course (Yoga) is also available for no credit. History, Culture and Politics of Cuba—Fall or Spring Learn about decision making processes and citizenship rights by exploring the impact of paternalism, centralism, bureaucracy, autonomy, the role of mass organizations, collective rights, and the meaning of community. Students will also explore social justice as it relates to wealth production, including discussion of market mechanisms, socialization, and material versus moral incentives. The program will also delve into race, class, gender, and sexual orientation in the Cuban context and students will be challenged to examine issues of equity, the impact of a classless society, and the historical context of today's social relations. Course offerings include History of Cuba, Cuban Politics, Special Topics in Sociology: Cuba Today, and Intermediate Spanish. Prerequisite: at least one year of Spanish or the equivalent. HECUA Programs The New Norway: Globalization, National Identity and the Politics of Belonging (formerly Scandinavian Urban Studies Term/SUST) In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by analyzing the development of the Norwegian welfare state through a wide range of topics such as globalization theories, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students study Norwegian language or do an independent research project, and also intern with a leading NGO. INS 372 - Norwegian Language INS 377 - Challenges of Globalization to the Scandinavian Welfare State INS 393 - Scandinavian Art, Film and Literature 146 INS 394 - Urbanization and Immigration INS 499 - Independent Study (Students may choose either INS 372 or 499) Community Internships in Latin America: Ecuador (CILA)—Fall or Spring The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a homestay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 - Community Participation and Social Change INS 399 - Internship (8 credits) INS 499 - Independent Study Democracy and Social Change: Northern Ireland—Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 - Building a Sustainable Democracy INS 317 - Politics of Conflict and Transformation INS 399 - Internship (8 credits) New Zealand Culture and the Environment: A Shared Future—Fall Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Maori Perspectives, Pluralism, and National Identity Sustainability, Ecology, and New Zealand Environmental Policy Internships, Field Work, and Integration Independent Study Project 147 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director: Joseph Underhill Degree and Major Requirements International Relations Major Required core courses: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non-Western World POL 158 - Political Patterns and Processes or POL 160 - World Politics POL 490 - International Relations Keystone or KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: INS 225 - Introduction to Islam POL 241 - Environmental and River Politics ANT 141 - Introduction to Cultural Anthropology SWK 230 - Global Peace and Social Development WST 250 - Global Perspectives on Gender and Sexuality or one additional upper division course from the list of required electives listed below. Two of the following: HIS 332 - History of United States Foreign Relations POL 368 - Model United Nations POL 459 - Topics: Comparative Politics POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): BUS 362 - International Business BUS 465 - International Management ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance 148 HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Modern Britain and Ireland HIS 440 - Topics in World History HIS 474 - World and the West MKT 466 - International Marketing POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology REL 356 - World Religions COM 329 - Intercultural Communication FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II NOR 331 - Norwegian Civilization and Culture SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following IR electives: ECO 365 or HIS 350 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the International Relations major, three of the following courses: BUS 362 - International Business BUS 465 - International Management FIN 460 - International Finance MKT 466 - International Marketing One of the following: ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. 149 Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non-Western World POL 158 - Political Patterns and Processes or POL 160 - World Politics HIS 332 - History of United States Foreign Relations or POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College), the Center for Global Education, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. POL 160 - World Politics SWK 230 - Global Peace and Social Development Two upper division electives from: ECO 365 - Environmental Economics ECO 495 - Topics ENL365 - Contemporary Post Colonial Fiction HIS 332 - History of United States Foreign Relations HIS 346 - Namibia and South Africa: A Historical Perspective HIS 350 - Latin American History INS312 - The Politics of Development in Southern Africa POL/WST 341 - Globalization, Social Struggles and the Environment POL 353 - Political and Social Change in Namibia REL 313 - Environmental Theology and Ethics REL346 - The Church and Social Change in Southern Africa REL 366 - Latin American Liberation Theologies SOC 240 - Protest and Social Change: The Sociology of Social Movements Other topics or study abroad courses with approval of program director For a complete list of courses and descriptions, see the Course Description Search. 150 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish, as well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the five-college Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Michael Kidd (Chair), Brian Duren, Anita Fisher, Richard Gresczyk, Diane McDonagh, Peter Morales, Pary PezechkianWeinberg, Kate Reinhardt, Frankie Shackelford, Joseph Towle, Dann Trainer, John van Cleve Degree and Major Requirements Language Major 10 courses above 211 (Norwegian only: 211 and above) including: Two courses in culture Two courses in language Two courses in literature KEY 480 - Topics in Global Interdependence And three electives (from any of the three areas above) At least seven of these courses must be taught in the target language of the major, and at least four of them must be taken on the Augsburg campus. A semester of study abroad (15 weeks) is also required. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: LCS 100 - Introduction to Cultural Studies LCS 399 - Internship KEY 480 - Topics in Global Interdependence Language requirement: Minor in French, German, Norwegian or Spanish or completion of the 212 level in two different languages (in Norwegian only: 211). Study-abroad requirement (consult Augsburg Abroad for offerings): One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department 151 Electives: Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, MAT 145 or 146, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor Four courses above 211 (Norwegian only: 211 and above) including: One in language One in literature or culture approved by the department All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged, pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 152 Mathematics Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in Mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, Mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in Mathematics. Students may choose coursework supporting the study of Mathematics as a liberal art (through the BA degree) or choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics, statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science, computing, business, or economics. Augsburg’s urban location allows students to gain experience working with mathematics through internships, service learning, and the colloquium course. Mathematics Faculty Jody Sorensen (Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew Haines, Kenneth Kaminsky, John Zobitz Degree and Major Requirements Mathematics Major, BA Nine courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) A “theoretical structures” course from: MAT 304 - Graph Theory MAT 314 - Abstract Algebra MAT 324 - Analysis Other courses approved by the department. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course 153 approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their faculty advisor about potential additional skills courses needed. Mathematics Major, BS Twelve courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, BUS 379, CHM 353, CHM 362, CHM 368, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 248, BUS 379, PSY 215, SOC 362 may count). These seven electives must include a(n): • • • “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department. “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, BUS 379, PSY 215, SOC 362, or other courses approved by the department. At least five of the seven electives must be chosen from a focus area approved by the department. Sample focus areas: • • • • • • • Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373 Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, BUS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of BUS 379, MAT 163 and MAT 248 may count). Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT 363, MAT 377. Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355, MAT 369; a fifth course from this list. Statistics: One of MAT 248, BUS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department. Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324 Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond the course is expected. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. 154 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the BS major, but the electives must include: ESE 330 5-12 - Methods: Mathematics MAT 252 - Exploring Geometry MAT 287 - History of Mathematics MAT 314 - Abstract Algebra MAT 324 - Analysis an “Applied Project” course One of the following: MAT 163 - Introductory Statistics MAT 248 - Biostatistics MAT 373 - Probability and Statistics I At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are: MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I One of the following: MAT 163 - Introductory Statistics MAT 248 - Biostatistics or MAT 373 - Probability and Statistics I MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 331 - Middle School Methods: Mathematics Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 2.0, have an overall GPA of at least 3.0, complete a project with significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics Department. The project may build upon a course-based project, but significant work beyond the course is expected. The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements are available from the department. 155 Pi Mu Epsilon Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Mathematics Minor Five courses including: MAT 145 - Calculus I MAT 146 - Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Alternatively students may complete a minor by taking the six courses: MAT 145 - Calculus I MAT 146 - Calculus II MAT 163 - Introductory Statistics or MAT 248 - Biostatistics MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. Math Placement Group (MPG) Before enrolling in any Mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a Mathematics course. For a complete list of courses and descriptions, see the Course Description Search. 156 Medieval Studies The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Martha B. Johnson (Theater Arts), Michael Kidd (Languages and Cross‐Cultural Studies), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion) Degree and Major Requirements Major Eleven courses, including: Six core requirements: HUM 120 ‐ Medieval Life in 12th‐Century Europe LAT 101 ‐ Beginning Latin I LAT 102 ‐ Beginning Latin II HIS 369 ‐ The Early and High Middle Ages HIS 370 ‐ The Late Middle Ages to 1648 HUM 490 ‐ Keystone: Medieval Studies Project One of the following literature courses: ENL 330 ‐ Shakespeare ENL 332 ‐ British Literature: Renaissance and Reformation ENL 360 ‐ The Classical Tradition ENL 361 ‐ The Medieval World SPA 352 ‐ Survey of Spanish Literature I One of the following religion or philosophy courses: HIS 378 ‐ Medieval Church PHI 242 ‐ History of Philosophy II: Medieval and Renaissance Philosophy REL 362 ‐ Martin Luther and the Reformation One of the following history of arts courses: ART 386 ‐ Medieval Art ART 387 ‐ Renaissance and Baroque Art MUS 231 ‐ History and Literature of Music I THR 361 ‐ Theater History and Criticism I Two electives from the following courses: HIS 374 ‐ Medieval Crusades HIS 440 ‐ Topics in World History: Monks and Heretics POL 380 ‐ Western Political Thought 157 SPA 331 - Spanish Civilization and Culture Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Requirement Students must take one year of college-level Latin as part of the major. In addition, students must take one year of a college-level, modern language in which medieval scholarship is published (e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the Modern Language Core Skills requirement. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related to Medieval Studies. Minor Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). For a complete list of courses and descriptions, see the Course Description Search. 158 Metro‐Urban Studies Metro‐Urban Studies is the study of cities as social, political, economic, and cultural entities. Metro‐Urban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, history, environmental studies, and architecture to understand metropolitan areas in terms of complex relationships that contribute to both opportunities and challenges. The major is designed to utilize the city as our classroom, demonstrating the interplay of theory, policy, and lived experience. Coursework often includes walking tours, field trips, and field research. Augsburg College’s Metro‐Urban Studies program emphasizes the theme of planning metro areas to be more environmentally sustainable and promotes the health and civic engagement of citizens. The Metro‐Urban Studies major helps prepare students for careers and graduate work in urban planning, public administration, environmental studies, government, community organizing, social welfare and non‐profit work, and architecture. All students participate in internships that reflect their career interests as part of the keystone experience. Many students who major in Metro‐Urban Studies double‐major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double‐majoring, please consult the director of Metro‐Urban Studies about how to best plan your academic schedule to accommodate both majors. Metro‐Urban Studies Faculty: Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Kevin Bowman (Economics), Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political Science). Degree and Major Requirements Metro‐Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of 2.0 in the core courses is required for the major. Core Courses: SOC 111 ‐ City & Community: intro to Urban Sociology POL 122 ‐ Metropolitan Complex ECO 113 ‐ Principles of Microeconomics SOC 381 ‐ City and Regional Planning SOC/URB 399 ‐ Internship ENV/URB 492 ‐ The City and the Environment Keystone SOC 362 ‐ Statistical Analysis or POL 483 ‐ Political Statistics and Methodology SOC 363 ‐ Research Methods or POL 484 ‐ Political Analysis ART/HIS 249/349 ‐ The Designed Environment or HIS 316 ‐ US Urban Environmental History or SOC 380 ‐ Disaster and Resilience And two additional urban‐related electives, approved by the Program Director. For electives, please see the following list, which is not exhaustive. Please consult the Director of Metro‐Urban Studies for other elective possibilities that suit your career interests, including off‐campus study, ACTC courses, or study abroad. ART 243 ‐ History of Architecture to 1750 ART 244 ‐ History of Architecture after 1750 ART/HIS 249/349 ‐ The Designed Environment ECO 365 ‐ Environmental Economics ENV 100 ‐ Environmental Connections HIS 225 ‐ History of the Twin Cities HIS 316 ‐ US Urban Environmental History 159 HIS 335 ‐ American Urban History POL 241 ‐ Environmental and River Politics POL 325 ‐ Politics and Public Policy SOC 265 ‐ Race, Class and Gender SOC 349 ‐ Sociology of Organizations URB 199 ‐ Internship URB 295 ‐ Special Topic in Urban Studies URB 299 ‐ Directed Study in Metro‐Urban Studies URB 395 ‐ Special Topic in Urban Studies Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Metro‐Urban Studies major. Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course requirements to fulfill these skills. Metro‐Urban Studies Minor A total of five courses including: Core Courses: SOC 111 ‐ City & Community: intro to Urban Sociology POL 122 ‐ Metropolitan Complex SOC 381 ‐ City and Regional Planning One of the following: HIS 316 ‐ US Urban Environmental History ART/HIS 249/349 ‐ The Designed Environment SOC 380 ‐ Disaster and Resilience URB 492 ‐ The City and Environment Keystone And an approved Metro‐Urban Studies Elective (see list above). Off‐Campus Study and Study Abroad Off‐campus study is highly recommended for Metro‐Urban Studies majors. The Higher Education Consortium for Urban Affairs’ (HECUA) Programs are particular recommended. These semester‐length and summer programs include: Inequality in America, The New Norway, and Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that are particularly useful to Metro‐Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany (www.iesabroad.org) ; and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen, Denmark (www.disabroad.org). Metro‐Urban Studies students have participated in programs in other countries as well. Please see the program websites, Augsburg Abroad and the Director of the Metro‐Urban Studies Program for completing Metro‐Urban Studies coursework in off‐campus programs. For a complete list of courses and descriptions, see the Course Description Search. 160 Music The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors, and meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; music therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Faculty Full-time Robert Stacke (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Susan Druck, Annie Heiderscheit, Peter Hendrickson, Roberta Kagin, Merilee Klemp, Sonja Thompson Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Fred Bretschger, Marv Dahlgren, Bridget Doak, Lynn Erickson, Janet Fried, Jennifer Gerth, Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Rena Kraut, Dale Kruse, Steve Lund, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O. Nicholas Raths, Shannon Sadler, Andrea Stern, William Webb, Matthew Wilson Fine Arts Coordinator Cathy Knutson Fine Arts Facilities Manager Karen Mulhausen Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a Board Certified Music Therapist. Music Minors Music Music Business 161 Degree and Major Requirements Students intending to pursue a Music major in any of the three Music degree programs must declare their major, perform a sophomore/transfer Music major jury qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Because of the heavy curricular demands inherent in any single Music Department degree program, students are strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are required to petition the department for acceptance of their proposed degree plan prior to formally declaring their double majors. Music Core: MUS 101 - Materials of Music I MUS 111 - Aural Skills I MUS 102 - Materials of Music II MUS 112 - Aural Skills II MUS 201 - Materials of Music III MUS 211 - Aural Skills III MUS 202 - Form and Analysis MUS 212 - Aural Skills IV MUS 231 - History and Literature of Music I MUS 232 - History and Literature of Music II MUS 331 - Music of the Baroque Era or MUS 332 - Music of the Classical Era or MUS 333 - Music of the Romantic Era or MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital One to four semester(s) Performance Study on the major instrument in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111 - Augsburg Choir MUE 112 - Riverside Singers MUE 114 - Masterworks Chorale MUE 115 - Cedar Singers MUE 121 - Augsburg Symphony Orchestra MUE 141 - Augsburg Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music MUE 144 - Percussion Chamber Music MUE 145 - Piano Chamber Music Additional Requirements (refer to the Music Department Student Handbook for detail) • • Pass a piano proficiency test Pass a sophomore/transfer music major qualifying jury 162 • • Complete the Music Department degree application Pass 3 music repertoire tests Graduation Skills Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 363 QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372 Bachelor of Arts in Music with Music Business Concentration Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, BA Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty advisor: Douglas Diamond Music Core, Additional Requirements and the following: MUS 341 - Basic Conducting MUS 458 - Senior Recital Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice from: Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Music Major with Music Business Concentration, BA The Music Business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business major has two tracks: the Bachelor of Arts in Music 163 with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute for any required Augsburg course specifically listed within a degree program. This program is open to sophomores through seniors. There is no additional fee for this program. Faculty advisor: TBA Music Core, Additional Requirements and the following: ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 254 - Entrepreneurship or BUS 200 - Exploring Business as a Vocation MUS 105 - The Music Business MUS 245 - Arts Management and Concert Promotion MUS 399 - Internship or BUS 399 - Internship MUS/BUS - Elective (Augsburg or MSCM course) MUS 458 - Senior Recital MUP 1xx - Performance Studies - four semesters of 1 credit lessons in major instrument/voice MUP 3xx - Performance Studies - four semesters of 2 credit lessons in the major instrument/voice Large Ensemble - eight semesters on the major instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Business Administration with Specialization in Music Business, BA See Business Administration for requirements. Music Education Major, Bachelor of Music A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching), the Music Education major offers students the preparation necessary to become music teachers in public schools. This coursework and preparation includes certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music Education major candidates must apply to the Minnesota Department of Education for acceptance to the Music Education licensure program which is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. All Music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all Music courses is necessary for the Music Education licensure program. Faculty advisor: Michael Buck Music Core, Additional Requirements and the following: MUS 311 - Composition I MUS 341 - Basic Conducting MUS 358 - Junior Recital MUS 459 - Senior Recital HPE 115 - Chemical Dependency Education EDC 200 - Orientation to Education in an Urban Setting EDC 210 - Diversity in the School or EDC110 - Teaching in a Diverse World EDC 211 - Minnesota American Indians 164 or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting ESE 300 - Reading/Writing in the Content Area ESE 325 - Creating Learning Environments ESE 370 - K-12 Methods: Music EDC 410 - Learners with Special Needs EDC 490 - School and Society EED 481, 483 - Student Teaching: Elementary K-6 ESE 485, 487 - Student Teaching: Secondary MUS 355 - Music Methods: Strings MUS 356 - Music Methods: Brass and Percussion MUS 357 - Music Methods: Woodwinds MUS 359 - Music Methods: Vocal Choose one of the following areas of emphasis: Vocal Emphasis: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 342 - Choral Conducting MUS/THR 235 - Skills of Music Theater Instrumental Emphasis: MUS 344 - Instrumental Conducting Music elective or approved courses Performance Studies and Ensembles: Students should choose the following courses in accordance with their area of emphasis*. MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice) MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the major *A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview (see the Music Department Student Handbook). Faculty advisor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice) MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) MUS 358 - Junior Recital 165 MUS 459 - Senior Recital Large Ensemble - eight semesters on the major instrument or voice* Chamber Music - four semesters of chamber music/small ensemble courses on the major instrument/voice *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with advisor. Voice Majors: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: MUS 356 - Music Methods: Brass/Percussion or MUS 357 - Music Methods: Woodwinds or MUS 355 - Music Methods: Strings MUS Elective (4 credits) Additional requirements: BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, BS Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. A minimum grade of 2.5 in all music therapy courses is required. Faculty Advisor: Roberta Kagin Requirements: Music Core, Additional Requirements and the following: MUS 271 - Introduction to Music Therapy MUS 274 - Music Therapy Practicum MUS 275 - Music Therapy Practicum MUS 363 - Expressive and Creative Arts in Healing MUS 372 - Psychological Foundation of Music I MUS 373 - Psychological Foundation of Music II MUS 374 - Music Therapy Practicum MUS 375 - Music Therapy Practicum MUS 480 - Music Therapy Senior Seminar MUS 474 - Music Therapy Practicum 166 MUS 475 - Music Therapy Practicum MUS 481 - Music Therapy Clinical Internship MUS 458 - Senior Recital EDC 410 - The Learner with Special Needs PSY 105 - Principles of Psychology PSY 262 - Abnormal Psychology BIO 103 - Human Anatomy and Physiology MUS 340 - Music Therapy Techniques and Materials I MUS 345 - Music Therapy Techniques and Materials II SOC 362 - Statistical Analysis or PSY 215 - Research Methods and Statistics I MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice* Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Pass guitar proficiency test Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. Acceptance to the degree program requires the following: • • Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency Music Minor Requirements: MUS 101 - Materials of Music I MUS 102 - Materials of Music II MUS 111 - Aural Skills I MUS 112 - Aural Skills II MUS 341 - Basic Conducting MUS 231 - History and Literature of Music I or MUS 232 - History and Literature of Music II One additional course (2 credits or above) in music history or conducting Other music courses may be approved by departmental petition MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the major instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Pass one music repertoire test Submit a Music Department application for minor by spring semester, sophomore year Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. 167 Requirements: MUS 105 - The Music Business ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business ACC 221 - Introduction to Financial Accounting MUS/BUS 399 - Internship (approved for the music business minor) One of the following: MUS 245 - Arts Management and Concert Promotion BUS 301 - Business Law BUS 254 - Entrepreneurship All of the above courses plus eight additional music credits beyond MUS 105 and MUS 245 (maximum of four credits in MUE and/or MUP courses) Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that meet the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire tests, transfer students must pass two, and Music minors must pass one. For a complete list of courses and descriptions, see the Course Description Search. 168 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Content Liaisons Dale Pederson (Biology), Sandra Olmsted (Chemistry), Ben Stottrup (Physics) Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) SCI 106 - Introductory Meteorology BIO 121 - Human Biology BIO 102 - The Biological World PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II CHM 115 - General Chemistry I CHM 116 - General Chemistry II Biology Major—BA in Life Sciences (for licensure in biology 9-12) Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: only four (rather than five) upper division Biology courses are required. Upper division Biology requirements must be traditionally graded. A GPA of 2.50 in upper division Biology courses is required for all Natural Science majors. Chemistry Major (for licensure in chemistry 9-12) Broad base requirements, plus undergraduate major in chemistry: CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics CHM 491 - Chemistry Seminar (four semesters) MAT 145 - Calculus I MAT 146 - Calculus II Two courses from: CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy 169 CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Advanced Analytical Chemistry CHM 482 - Advanced Inorganic Chemistry BIO 369 - Biochemistry PHY 121 - General Physics I PHY 122 - General Physics II Physics Major (for licensure in physics 9-12) Broad base requirements, plus undergraduate major in physics: PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II Two additional physics courses above 122; PHY 261 recommended MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics CHM 115 - General Chemistry I CHM 116 - General Chemistry II Post-baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. For a complete list of courses and descriptions, see the Course Description Search. 170 Nordic Area Studies Nordic Area Studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator: Frankie Shackelford Nordic Area Studies Major Eight courses, six of which must be upper division - by approval of program director. Nordic Area Studies Minor Four upper division courses - by approval of program director. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major with approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. Recommended supporting preparation: Study abroad through International Partners or SUST (See International Programs, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; and elective courses or a second major such as Norwegian, History, Political Science, Urban Studies, Business Administration, International Relations, Sociology, or Social Work. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing one of the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 171 Nursing The Augsburg Department of Nursing is designed exclusively for registered nurses who want to advance their education and increase their career opportunities, and to address changing health needs in a variety of rapidly changing care settings. No longer do nurses practice only in hospitals. They are moving into communities, corporations, parishes, and schools, as well as into their own private practices. Wherever they work, nurses are making a difference in community health and well-being by providing comprehensive health care for diverse groups of persons across the life span. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, community assessment, leadership, and decision-making. Classes that combine shortterm immersion models of study both at home and abroad are woven into the BSN curriculum, and students are invited to participate in these exciting endeavors as they are able. Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Cheryl Leuning (Chair), Pauline Abraham (Coordinator, BSN program in Rochester), Marty Aleman, Katherine Baumgartner (Coordinator, BSN program in Minneapolis/St. Paul), Kathleen Clark (Coordinator, Augsburg Central Health Commons and the Dar Ul-Quba Health Commons at Cedar Riverside), Virginia McCarthy, Joyce Miller, Joyce Perkins, Kaija Sivongsay, Kris Stellon, Lisa Van Getson Degree and Major Requirements Nursing Major, BSN Seven courses including: NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. Other Information The program has been planned so that courses in the Nursing major can be completed over 16 months (full-time study, two courses per semester); however, students may pursue their studies at a slower and more flexible pace. Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg College from other colleges or universities. Students in Nursing may take 172 non-nursing courses in both the Day and WEC program. Students interested in pursuing the Nursing major should consult with BSN admissions staff in the Admissions Office for assistance applying. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg College, admission to the Nursing major requires the following: • • • • • • Completed application Cumulative GPA of 2.5 or higher in the basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Evidence of HIPAA training Up-to-date immunization records Criminal background check (details provided in application process) Special conditions: • • Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg. Students may apply to Augsburg College prior to completion of their degree program provided all admission requirements are met prior to enrolling at Augsburg. Credit for Previous Nursing Courses Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted 28 semester credits in recognition of their previous lower division nursing coursework if the following standards are met: • • Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services (WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Students who change their major and transfer out of the BS in Nursing completion program will lose the 28 semester credit block grant and their transfer credit evaluation will be reassessed. The 28 semester credit block grant will be applied toward a Bachelor of Science degree in Nursing only. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. Courses at Augsburg are available evenings and weekends. Generally, Nursing classes meet on alternate weekday evenings for four-hour time blocks. Online activities will occur between face-to-face class time. Clinical practicum requirements usually occur on weekdays. Optional immersion courses and practicums at home and abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended that most liberal arts courses be taken before starting the Nursing major. Nursing majors can complete courses toward the bachelor’s degree at the Minneapolis and at the Rochester campuses. 173 Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus a one-credit practicum include the following: NUR 500 - Transcultural Health Care NUR 500 - Practicum: Transcultural Health Care in the City or in Oaxaca, Mexico NUR 532 - Transcultural Healing and Self Care NUR 532 - Practicum: Transcultural Healing Practices and Self Care NUR 541 - The Politics of Health Care NUR 541 - Practicum: Politics of Health Care in the City (see current class schedule for practicum offerings) Note: If NUR 411 is not taken immediately following NUR 410 or concurrently with NUR 411, students are required to consult with faculty prior to registration regarding review of the theoretical content. Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 14 traditionally-graded credits at Augsburg and have no more than two elective pass/no credit graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will N grades). For further information, see the Latin Honors section in Academic Information. For a complete list of courses and descriptions, see the Course Description Search. 174 Philosophy Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, religious ministry, or journalism. Philosophy Faculty David Apolloni (Chair), Markus Führer, Eric Helleloid, Michael Lotti, Marit A. Peterson Degree and Major Requirements Philosophy Major Eight courses including: PHI 230 - Logic or PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level course (other than PHI 499) Two elective courses in Philosophy Four courses must be upper division Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language requirement The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor. Major in Computational Philosophy In addition to a major and minor in Philosophy, the Philosophy department also offers a cross-disciplinary major in conjunction with the Computer Science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for more information. Departmental Honors Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the 175 student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from: PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy For a complete list of courses and descriptions, see the Course Description Search. 176 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new fdevelopments in science with heightened awareness and comprehension. The department supervises the pre-engineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Jeffrey Johnson (Chair), Stuart Anderson, Mark Engebretson, David Murr, Ben Stottrup, David Venne Physics Research Staff: Jennifer Posch Degree and Major Requirements WŚǇƐŝĐƐDĂũŽƌ͕ Thirteen courses including: PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY396 - Comprehensive Laboratory II Two elective physics courses above PHY 122 MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences 177 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS Eighteen courses including: PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 261 - Electronics PHY 351 - Mechanics I PHY 352 - Mechanics II PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 486 - Quantum Physics One Physics course above PHY 122 CHM 115 - General Chemistry I CHM 116 - General Chemistry II MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Space Physics, BS 72 credits. It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 Plasma Physics, and the omission of the elective Physics course. Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. 178 ŝŽƉŚǇƐŝĐƐDĂũŽƌ͕^ It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM, BIO, or MAT 499), and one elective from the following (in place of one elective above PHY122): BIO 253 - Introductory Cellular Biology BIO 355 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 486 - Immunology CHM 353 - Quantitative Analytical Chemistry CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Advanced Analytical Chemistry MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences PHY 327 - Special Functions of Mathematical Physics PHY 430 - Introduction to Solid State Physics Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Physics Minor Seven courses including: PHY 121 - General Physics I PHY 122 - General Physics II MAT 145 - Calculus I MAT 146 - Calculus II Three elective physics courses above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. For a complete list of courses and descriptions, see the Course Description Search. 179 Political Science Students studying Political Science at Augsburg College are provided with the intellectual tools for understanding and taking effective action in regard to the pressing political issues of the day. The role and significance of authority and power in human affairs establish the focus of political science. Augsburg Political Science students have the benefit of experienced faculty who teach courses in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic politics, urban and environmental politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Grounded in the diverse and international community around our college, the department directly engages the world and issues around us. Political scientists use systematic inquiry and analysis to shed light on the dynamics of a whole range of phenomena, including elections, wars, poverty, human rights, regime change, and migration. Our majors explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, our students are encouraged to relate insights from other liberal arts disciplines such as Philosophy, Psychology, Economics, History, and Sociology to the study of politics. Providing work in several subfields of political science, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg Political Science students in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Faculty Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements Political Science Major Ten courses: POL 158 - Political Patterns and Processes POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 160 - World Politics POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 180 Pre-Law Concentration in Political Science 11 required courses including: POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking Electives (five total): Three courses from the choices below: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought POL 381 - Topics: Democratic Theory And two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 11 required courses including: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics POL 121 - American Government and Politics or POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior POL 399 - Internship ECO 490 - Research Methods in Econometrics or POL 483 - Political Statistics and Methodology or SOC 362 - Statistical Analysis POL 484 - Political Analysis One Course from the Following: POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 124 - American Women and Politics POL 158 - Political Patterns and Processes POL 160 - World Politics POL 170 - Law in the United States Four Courses from the Following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior POL 342 - Mass Communication in Society POL 370 - Constitutional Law 181 POL 371 - Topics POL 381 - Topics: Democratic Theory POL 421 - Topics: American Politics POL 461 - Topics: International Politics ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Regional Planning Notes • • • • POL 140 can be substituted for POL 122, with advisor approval. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III. Political Science Areas (I) (II) (III) (IV) (V) American Government and Politics Comparative Politics and Analysis International Politics Public Law Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in the major and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. Students should apply for the honors major no later than the junior year. Political Science Minor Five courses, including: POL 121 - American Government and Politics or POL 122 - Metropolitan Complex or POL 170 - Law in the United States POL 158 - Political Patterns and Processes And at least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. Pre-Law Minor Four Required Courses: POL 121 - American Government and Politics POL170 - Law in the United States Two of the following: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking 182 Two elective from the following: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor Core courses: POL 121 - American Government and Politics or POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior POL 399 - Internship Three of the following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior POL 342 - Mass Communication in Society POL 381 - Topics in Democratic Theory POL 421 - Topics in American Politics POL 461 - Topics in International Politics ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Metro-Urban Planning Notes • • • POL 140 can be substituted for POL 122, with advisor approval. If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 - Principles of Macroeconomics (elective for social science core) ECO 113 - Principles of Microeconomics (elective for social science core) ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics One other upper division Economics course Education Courses: EDC 200 - Orientation to Education in an Urban Setting (required for licensure) ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: POL 121 - American Government (social science core course) 183 Two upper-level political science courses (must be in two different areas) Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 184 Psychology Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, church, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Stacy Freiheit (Chair), Ben Denkinger, Grace Dyrud, O. Evren Guler, David Matz, Bridget Robinson-Riegler, Nancy Steblay, Henry Yoon Degree and Major Requirements Psychology Major The major is 10 courses including: PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II At least one course from the following: PSY 325 - Social Behavior PSY 354 - Cognitive Psychology PSY 355 - Biopsychology At least one course from the following: PSY 491 - Advanced Research Seminar PSY 493 - Seminar: Contemporary Issues Professional Perspectives: PSY 400 - Keystone Internship At least one course from the following: PSY 201 - Health Psychology PSY 235 - Psychology and Law PSY 263 - Sports Psychology PSY 357 - Behavioral Analysis PSY 359 - Assessment PSY 373 - Industrial/Organizational Psychology PSY 385 - Counseling Psychology PSY 410 - Clinical Neuropsychology Electives (three courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. 185 Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical Psychology The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a real-world mental health setting. See the department chair for specific requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas—research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County courts. See the department chair for specific requirements. Concentration in Social Psychology Both the Sociology and Psychology Departments offer courses relevant to students with interests in social psychology. The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is ideal for graduate school preparation. See the department chair for specific requirements. Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. 186 Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400, and 499 may be counted. For a complete list of courses and descriptions, see the Course Description Search. 187 Religion, Youth and Family Ministry In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own religious beliefs and those of their neighbors, to gain a broader view of the role of faith in public life, and to better understand our global context. As an academic discipline, religion probes many of life’s critical questions: • • • • • • • • Who are we as human beings and where did we come from? Why do bad things happen? How can we live meaningful lives? What happens after we die? How do our values shape our choices? What is our responsibility to others? What texts are sacred and how should we read them? How can we encourage cooperation and respect among people of different faiths? Students begin their search for meaning in the Core Curriculum courses, REL 100, 200, or 300. Here they learn to articulate their own beliefs and to understand that what they believe really matters. Students engage in a close reading of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social issues. They also explore their own gifts and how these might be used in service of the broader community as they pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in Religion, which offers a wide range of courses in theology, biblical studies, and world religions. As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in dialogue with Christians from all denominations, with people who practice other faith traditions, and with those who claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and learn from one another and to think critically about matters of faith and reason in our lives together. Faculty Russell Kleckley (Chair), Lori Brandt Hale, Karl Jacobson, Mary Lowe, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Beverly Stratton, Marty Stortz, Mark Tranvik, and Hans Wiersma Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites REL 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the Registrar’s Office. Advising All majors must have an advisor in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. 188 Religion A Religion major provides a strong foundation in the liberal arts and prepares students for professional work and graduate studies in a wide range of fields. Since the major requires only eight courses, students are encouraged to double-major in a related field. Students considering seminary should take two Bible courses and one course in theology or church history. Students planning on graduate studies in religion ought to complete one Bible course, a world religions course, and the Philosophy of Religion course. A Religion major also provides strong preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools. Degree and Major Requirements Religion Major, BA Eight courses including: REL 200 - Christian Vocation and the Search for Meaning II or REL 300 - Bible, Christian Theology, and Vocation REL 210 - Research Methods in Religion REL 495 - Religion Keystone Five additional electives Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major S: REL 302, 386 or consult with advisor for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Religion Minor Five religion courses including REL 100 and 200. (Advanced transfer students take REL 300 and four electives.) Note for majors and minors: Students are required to have at least a 2.0 GPA in courses counted toward the major or minor. One or two courses in Youth and Family Ministry (YFM) may count toward the Religion major or minor. For a complete list of courses and descriptions, see the Course Description Search. 189 Youth and Family Ministry In keeping with Augsburg’s mission to nurture future leaders in service to the world, the major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off‐site fieldwork. A Youth and Family Ministry minor is also offered. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult a YFM advisor about potential adjustments to their course requirements to fulfill each of these skills. Associate in Ministry (AIM) Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod and with a YFM advisor no later than their second year. Youth and Family Ministry Major Eighteen courses including: Theology core (six courses): REL 210 ‐ Research Methods in Religion REL 301 ‐ Interpreting the Old Testament REL 302 ‐ Interpreting the New Testament REL 362 ‐ Martin Luther and the Reformation REL 481 ‐ Contemporary Theology REL 495 ‐ Religion Keystone Youth and family ministry core (six courses): YFM 208 ‐ Vocational Formation I [required non‐credit experience] YFM 209 ‐ Vocational Formation II [required non‐credit experience] YFM 235 ‐ Foundations for Ministry with Youth and Families YFM 305 ‐ Ministry Practices YFM 358 ‐ Life and Work of the Church YFM 399 ‐ Internship Youth and family ministry electives (Two courses): YFM 205 ‐ Exploring Topics in Youth and Family Ministry (choose two topics course from a list of 2 credit courses) One REL or YFM course from the following list: YFM 232 ‐ Peer Ministry: Principles and Leadership YFM 316 ‐ Church and Culture in Context REL 343 ‐ Theology of Marriage and Family REL 345 ‐ The Lutheran Heritage (required for AIM certification) REL 353 ‐ Finding Your Religion/Spirituality REL 356 ‐ World Religions REL 357 ‐ Giants of the Christian Faith REL 425 ‐ Christian Spiritual Practices 191 And three supporting courses: SOC 231 - Family Systems: Cross Cultural Perspective PSY 105 - Principles of Psychology PSY 250 - Child Development or PSY 252 - Adolescent and Young Adult Development Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Youth and Family Ministry Minor The minor consists of the following five courses: YFM 235 - Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 - Ministry Practices YFM 358 - Life and Work of the Church One Bible survey course from: REL 301 - Interpreting the Old Testament REL 302 - Interpreting the New Testament One theology course from: REL 362 - Martin Luther and the Reformation REL 481 - Contemporary Theology One course from the theology core, YFM core, or YFM electives as listed in the major. For a complete list of courses and descriptions, see the Course Description Search. 191 Social Studies Teaching Licensure Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Chris Brown, Secondary Education Social Studies Coordinator Social Studies Teaching Licensure Core requirements: ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography HIS 120 - America to 1815 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Human Society ANT 141 - Introduction to Cultural Anthropology Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Chris Brown for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 192 Social Work Professional social work is for students who have the desire to better the lives of people. Social work is for students who want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, and political science. The curriculum will prepare you for internships in human service agencies, schools, hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The program addresses multicultural awareness through a required course and also a special elective course on Intergroup Dialogue. The generalist practice degree awarded will allow you to be successful in your chosen areas of social work practice and prepared to work multicultural settings. Students graduating with a Social Work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five percent pass the exam on the first try. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog. Social Work Faculty Nancy Rodenborg (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Mauricio Cifuentes, Ankita Deka, Christina Erickson (Field Education Coordinator), Annette Gerten (BSW Field Coordinator), Melissa Hensley, Ericka Kimball, Bibiana Koh, Barbara Lehmann (BSW Program Director), Terrence Lewis, Michael Schock Degree and Major Requirements The Bachelor of Science degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that are open to non-majors are designated with an asterisk. The Supporting Courses Select one of these three courses: SWK 100 - Introduction to Professional Social Work* SWK 210 - Environmental Justice and Social Change* SWK 230 - Global Peace and Social Development* Select one of these four courses: ECO 112 - Principles of Macroeconomics POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy Take these four courses: BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Human Society SWK 280 - Diversity and Inequality in Professional Practice* Select one of these two courses: SOC 362 - Statistical Analysis MAT 163 - Introductory Statistics 193 GPA Requirements for degree completion The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum grade of 2.0 is required for each upper level course and a 2.2 cumulative GPA is required in the supporting program. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163 or SOC 362. Pass/No Credit Maximums for Majors All Social Work majors must take their upper level courses with traditional grading. Social Work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation. Students seeking Latin and Department Honors may only take two P/N credits. (See Latin Honors in Academic Information for additional details.) Social Work Major Ten upper level courses: SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 307 - Field Work 1: Integrative Seminar SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Field Work 3: Integrative Seminar SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course) Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to incorporate some social welfare perspectives to their chosen career. Six courses including: SWK 100 - Introduction to Professional Social Work SWK 303 - Human Development and the Social Environment SWK 301 - History and Analysis of Social Policy SWK 406 - Social Work Practice 3: With Communities and Polices SOC 265 - Race, Class and Gender And one course from: POL 121 - American Government and Politics POL 158 - Political Patterns and Processes POL 325 - Politics and Public Policy No credit for non-academic work In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or previous work experience. Admission to the Major Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work major must complete the application materials and be officially admitted to the Social Work program before beginning the first field practicum in the junior year. Social Work majors must have a cumulative 2.20 GPA to enter the program. 194 Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400level courses restricted to Social Work majors only. Contact the Social Work Department for details. Departmental Honors The Social Work Department offers students the opportunity to earn departmental honors through the completion of an applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall GPA of 3.3 and maintain a cumulative GPA of 3.6 in all Social Work classes at the 300-level and above. Honors applicants may take up to two courses as P/N (pass/no credit) and must complete a minimum of 14 traditionally-graded Augsburg courses. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with the advisor or program director for complete details and deadlines. Social Work Study Abroad Opportunities The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study abroad at some point in their college career. Through The Center for Global Education the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior year go to Mexico to study social work and finish their degree on time. A similar option is offered for study in Norway. The Social Work department also offers a rotating selection of faculty-led, short courses to foreign countries such as China, Slovenian, South Africa and India. Social Work Course Sequence Social Work Entry Level Courses, SWK 280, and SWK 240 The Social Work major offers three ways to begin the BS degree: SWK 100 is for those students interested in the breath of the profession; SWK 210 is for students whose focus is policy and advocacy; and SWK 230 is for students interested in international social work and global issues. All three courses are equal as introductions to the major. All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency, program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK 280, that is to be taken after the entry level courses. A special elective course SWK 240: Intergroup Dialogue is offered for students who want a more direct interaction in issues of diversity. Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart. For a complete list of courses and descriptions, see the Course Description Search. 195 Sociology Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization provides the opportunity to improve the world we have created and in which we live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. The department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning. Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives. Students also may take an independent study, special topics course, or field study toward that end. The major in Sociology has equipped our alumni to understand and function more effectively in the social world as professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research positions, human resources positions in both government and private corporations, criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human services, social work, urban planning, and the ministry. Sociology Faculty Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to choose courses that add other skills related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core courses: SOC 121 - Introduction to Human Society SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory SOC 490 - Senior Seminar and Keystone At least three of the following upper division courses (Prerequisite: SOC 121): SOC 320 - Sociology of Law SOC 349 - Sociology of Organizations SOC 375 - Social Psychology SOC 377 - Organizational Crime and Deviance SOC 380 - Disaster and Resilience SOC 381 - City and Regional Planning SOC 387 - Juvenile Delinquency 196 SOC 390 - Social Problems Analysis SOC 399 - Internship Two additional sociology electives Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the major. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 197 Theater Arts Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the study of theater embraces both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and diversity as they find and express their own creative visions. The program prepares them well to continue with their education and/or become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to encourage non-majors to become involved in our department, we offer six theater arts minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, while also exploring connections between theory and application. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are highly valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater arts can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Arts Faculty Darcey Engen (Chair), Michael Burden, Martha Johnson, Sarah Myers, Barbra Berlovitz, Warren C. Bowles, Tessie Bundick, David DeBlieck, Christina Ham, Karen Mulhausen, Sandra Schulte, Dario Tangelson, Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Arts Department currently has three concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. Each concentration consists of the theater core curriculum supplemented by one concentration requirement, one concentration elective, plus two Theater major electives. Each concentration requires 10 production units taken as THP practicum courses. Graduation Skills The Theater Arts Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145, MAT 146, or PHY 119. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 198 Theater Arts Major Nine core courses for each concentration: THR 228 - Introduction to Stagecraft THR 232 - Acting THR 245 - Introduction to Asian and Asian American Theater THR 250 - Script Analysis: Foundations of Theater THR 270 - Introduction to Black Theater THR 328 - Theatrical Design THR 361 - Theater History and Criticism I THR 362 - Theater History and Criticism II THR 366 - Stage Direction Theater Major Electives For each of the three concentrations, students may choose two electives from the following pool of courses. Within a single concentration, a course can count as a theater major elective only if NOT taken to satisfy a concentration requirement or concentration elective: THR 233 - Acting for the Camera THR 226 - Movement for Theater THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application THR 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 265 - Computer Drafting for the Stage and Architecture THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 295 - Topics THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 350 - Voice for Speech, Stage and Screen THR 365 - Advanced Acting THR 425 - New Methodologies of Stage Direction and Dramaturgy THR 495 - Topics ENL 221 - Expository Writing about the Arts ENL 330 - Shakespeare ENL 338 - British and Commonwealth Drama ENL 358 - Readings in American Drama ENL 368 - Readings in World Drama NAS 352 - Modern Nordic Drama Performance Concentration Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus the electives and requirements listed below. Students in the performance concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional internship at a local Twin Cities theater. To fulfill this concentration: Thirteen THR courses—nine required core courses, one performance concentration requirement, one performance concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses. Performance Concentration Requirement: THR 365 - Advanced Acting 199 Performance Concentration Electives: Select and complete one of the following: THR 226 - Movement for Theater THR 350 - Voice for Speech, Stage and Screen Theater Major Electives: Select and complete two of the courses listed above under general Theater Major Electives. Within the performance concentration, a course can count as a Theater major elective only if NOT taken to satisfy a performance concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Directing/Dramaturgy/Playwriting Concentration Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus the requirements and electives listed below. Students in the directing/dramaturgy concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting concentration requirement, one directing/dramaturgy/playwriting concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses. Directing/Dramaturgy/Playwriting Concentration Requirement: THR/ENL 325 - Playwriting I Directing/Dramaturgy/Playwriting Concentration Electives: Select and complete one of the following: THR/ENL 326 - Playwriting II THR 425 - New Methodologies of Stage Direction and Dramaturgy ENL 221 - Expository Writing about the Arts Theater Major Electives: Select and complete two of the courses listed above under general theater major electives. Within the directing/dramaturgy/playwriting concentration, a course can count as a theater major elective only if NOT taken to satisfy a directing/dramaturgy/playwriting concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one main-stage show Design/Technical Concentration Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus the requirements and electives listed below. Students in the design/technical concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Thirteen THR courses--nine required core courses, one design/technical concentration requirement, one design/technical concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses. 200 Design/Technical Concentration Requirement: Select and complete one of the following: THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance Design/Technical Concentration Electives: Select and complete one of the following: THR/FLM 230 - Scenic Painting: Paint for Stage, Film and Faux Application THR 265 - Computer Drafting for the Stage and Architecture Theater Major Electives: Select and complete two of the courses listed above under general Theater major electives. Within the design/technology concentration, a course can count as a Theater major elective only if NOT taken to satisfy a design/technology concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Curricular Planning Information First-years planning to major in theater arts should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 328, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and, as part of their major, complete a substantial independent project of honors quality. Honors candidates should meet with their departmental advisor early spring semester of their junior year to develop a proposal for the honors project to be submitted by the first week of April. The theater department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper division theater arts courses at Augsburg. Students should complete ten practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of seven practicum units within the department. Students transferring with junior standing should complete a minimum of five practicum units within the department. Theater Arts Minors The Theater Arts Department offers six minors: Musical Theater, Performance, Design/Technical, Film/Performance, Theater History and Criticism Dramaturgy, and a general Theater Arts minor. Please note: ALL Theater Arts minors are required to complete five Theater practicum units (THP credits) in any of the three areas (acting/performance, production, or artistic/production management). Musical Theater Minor (5 courses): Four Required Courses: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater 201 THR 255 - Introduction to Musical Theater THR 237 - Dance for Musical Theater Take one of the following: THR 365 - Advanced Acting MUE 294/494 - Opera Workshop Plus 5 THP (practicum) credits Performance Minor (5 courses): Two Required Courses: THR 232 - Acting THR 250 - Script Analysis Take three of the following: THR 116 - Creative Drama: Acting and Improvisation THR 222 - Introduction to Theater THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech and Screen THR 365 - Advanced Acting THR 495 - Topics Plus 5 THP (practicum) credits Design/Technical Minor (5 courses): One Required Course: THR 328 - Theatrical Design Take four of the following: THR 228 - Introduction to Stagecraft THR 250 - Script Analysis: Foundations of Theater THR/FLM 230 - Scenic Painting: Paint for Stage, Film, and Faux Application THR/FLM 275 - Lighting and Sound for the Stage THR/ART 280 - Costumes and Makeup for Performance Plus 5 THP (practicum) credits Film/Performance Minor (5 courses): Two Required Courses: THR 232 - Acting THR 233 - Acting for the Camera Take three of the following: THR 226 - Movement for Theater ENL 241 - Introduction to Cinema Arts THR 350 - Voice for Stage, Speech, and Screen THR 365 - Advanced Acting Plus 5 THP (practicum) credits Theater History and Criticism Dramaturgy Minor (5 courses): Four Required Courses: THR 250 - Script Analysis: Foundations of Theater THR/ENL 325 - Playwriting I THR 361 - Theater History Criticism I 202 THR 362 - Theater History Criticism II Take one of the following THR 299 - Directed Study: Dramaturgy THR 299 - Directed Study: Theater History and Criticism Plus 5 THP (practicum)) credits Theater Arts Minor (5 courses): Four Required Courses: THR 250 - Script Analysis: Foundations of Theater THR 232 - Acting THR 362 - Theater History Criticism II THR 366 - Stage Direction Take one of the following: THR 228 - Introduction to Stagecraft THR 328 - Theatrical Design Plus 5 THP (practicum) credits Theater Practicum Courses THP courses involve practicum teaching and learning in the context of play productions and are required for the Theater Arts major/minor. All THP Theater practicum courses are taken for noncredit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) successful and timely completion of practicum area for which student is registered; 2) positive and professional attitude and work ethic demonstrated by the student; and 3) demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • • • • • Consent and signature of instructor Supervision by theater faculty A minimum of 30 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the Registrar’s Office Please note: • • • • • • • All majors will complete at least one THP 123 unit in costumes. All majors will complete one THP 133 in lighting. THP courses may be repeated. Crew work required for classes/coursework does not count towards practicum credit. Work-study hours do not count towards practicum credit. Completion of THP 115 and 116 counts as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. THP requirements for transfer students are explained under “Transfer Students,” above. Theater Practicum Courses–Areas All Theater Arts majors in all three concentrations are required to complete 10 practicum units (THP) from the three established areas below. Area 1: Performance Each major will complete between one and five THPs from the performance area. THP 111/121/131/141/151 - Theater Practicum: Acting/Performance 203 Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Area 2: Production Each major will complete between four and eight THPs from the production area. THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management–small project THP 116/126/136 - Theater Practicum: Stage Management–large project Area 3: Artistic/Production Management Each major will complete one THP from this area. THP 117/127/137 - Theater Practicum: Artistic Assistance For a complete list of courses and descriptions, see the Course Description Search. 204 Women’s Studies The Women’s Studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Cass Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: WST 201 - Foundations in Women’s Studies A mid-level course in feminist theory or feminist philosophy selected from an approved list WST 485 - Senior Seminar WST 199/399 - Internship* *WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested students should speak with the WST director. The remaining six electives are to be selected from approved Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three courses must be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minors and Concentrations Students majoring in Women’s Studies can pursue a concentration in Sexuality and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. Women’s Studies Minor Five courses that must include WST 201; three electives, one of which must be upper division; and WST 485 or 499. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Women’s Studies Program Coordinator. 205 Sexuality Studies Minor or Concentration The 20‐credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: WST 201 ‐ Foundations in Women’s Studies SOC 266 ‐ Sociology of Sexualities WST 305 ‐ Introduction to Queer Studies Elective Courses in Sexuality Studies: WST 250 ‐ Global Perspectives on Gender and Sexuality WST 315 ‐ Margins as Center: Feminist Theory HPE 316 ‐ Human Sexuality WST 281/481 ‐ Topics Global Women’s and Gender Studies Minor or Concentration The 20‐credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: POL 359 – Topics: Women in Comparative Politics WST 201 ‐ Foundations in Women’s Studies WST 315 ‐ Margins as Center: Feminist Theory Elective Courses in Global Women’s and Gender Studies: WST 250 ‐ Global Perspectives on Gender and Sexuality WST 281/481 ‐ Topics WST 313 ‐ Environmental Theology and Ethics (CGE) WST 362 ‐ Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa WST 341 ‐ Globalization, Social Struggles and the Environment (CGE) WST 357 ‐ Mexican History, Culture and Cosmovision (CGE) WST 366 ‐ Latin American Liberation Theologies (CGE) AIS 208/408 ‐ Native American Women and Film AIS/INS 233 ‐ Women: A Cross‐Cultural Perspective AIS 305 ‐ Indigenous Issues of Central America AIS 320 ‐ American Indian Women ENL 365 ‐ Contemporary Post Colonial Fiction HIS 195 ‐ Topics in History: Promoting Justice and Seeking Equality ‐ Globalization and Women’s Grassroots Movements in Latin America Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in Women’s Studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. For a complete list of courses and descriptions, see the Course Description Search. 207 Augsburg College Board of Regents For more information, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ‘65 Ann B. Ashton-Piper Jennifer P. Carlson, J.D. Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Anthony L. Genia, Jr., ’85, M.D. Alexander J. Gonzalez ‘90 Michael R. Good ‘71 Norman R. Hagfors Jodi L. Harpstead, Chair Rev. Rolf Jacobson, Ph.D. Eric J. Jolly, Ph.D. Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. André J. Lewis ’73, Ph.D. Jennifer H. Martin, Ph.D. Marie O. McNeff, Ed.D. Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D. Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Bishop Peter R. Rogness, ex-officio Curtis A. Sampson Gary A. Tangwall ’80 Rev. David L. Tiede, Ph.D. Bishop Harold Usgaard, ex-officio Rev. Norman W. Wahl ’76, D.Min. Bonnie Wallace Steven J. Wehrenberg ‘78 Rev. Mark N. Wilhelm, Ph.D., ex-officio ELCA Program Unit for Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Associate Executive Director for Educational Partnerships The Rev. Dr. Mark Wilhelm 207 Augsburg College Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. College Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD, University of Minnesota. Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg College. Karen Kaivola (2013). Provost and Chief Academic Officer. BA, Georgetown University; MA, Ph.D., University of Washington. Tammy McGee (2010). Vice President of Finance and Administration, Chief Financial Officer. BS, St. Cloud State University; MBA, St. Thomas University. William Mullen (2013). Vice President of Enrollment Management. BA, Lawrence University; MBA, Capella University; EdD, University of Minnesota. Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead. Administration Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State University-Moorhead; MA, Augsburg College. Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University; MDiv, University of Chicago Divinity School; PhD, Union Institute. Jesse Cashman (2011). Director, Public Safety. BA, College of St. Scholastica; MA, University of St. Thomas. Emiliano Chagil (2000). Director, Hispanic/Latino Student Services. MA, St. Paul Seminary School of Divinity-University of St. Thomas. Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington University. Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, Ph.D., Washington State University. Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa. Nathan Gorr (2006). BA, University of Minnesota, Morris. Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences and Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at Champaign-Urbana. Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota. Nathan J. Hallanger (2008). Senior Analyst, Academic Affairs. BA, Augustana College; MTS, Harvard Divinity School, Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary. 208 Kevin Healy (2004). Director, Advancement Services. BS, Carroll College. Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg College. Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS, University of Oregon. Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St. Mary Seminary. Penh Lo (2008). Director, Pan-Asian Student Services. BS, Minnesota State University, Mankato. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale University; DMin, San Francisco Theological Seminary. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University; EdM, Harvard University. Regina McGoff (1992). Director of Center for Global Education. BS, University of Minnesota; MBA, University of St. Thomas. Donna McLean (1985). Director of Development Initiatives. BA, University of Minnesota. Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State University, Mankato. Jane Ann Nelson (1999). Director of Library Services. BA, University of Sioux Falls; MA, University of Minnesota. Aly C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota. Lori A. Peterson (2004). Assistant Vice President and Dean of Professional Studies. Assistant Professor of Business Administration. BSB., MEd, PhD, University of Minnesota. Joanne Reeck-Irby (2008). Director of Campus Activities and Orientation. BA, MA, University of Minnesota. Maureen Reed (2011). Executive Director, Nobel Peace Prize Forum. BA, MD, University of Minnesota. Laura Roller (2008). Senior Director, Corporate, Foundation and Government Relations. BA, MPA, University of Minnesota. Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University. Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State University, Mankato. Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Kim Stone (2008) Director of Alumni and Constituent Relations. BA, Minnesota State University, Mankato; MBA, Nova Southeastern University. Keith Stout (2012). Director of Leadership Gifts. BA, Metro State College, Denver. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota. 209 Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University. Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. BA, Augsburg College. Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American University. Martha Truax (2007). Director of Annual Giving. BA, Macalester College. Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW, University of Connecticut. Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota. Karl Wolfe (2007). Director Rochester Program. BA, Azusa Pacific University; MDiv, Asbury Theological Seminary; EdD, Pepperdine University. Faculty (Full-time) A Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community College; BSN., Winona State University; MA, Augsburg College. Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. BA, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota. Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota. Elizabeth Ankeny (2008). Associate Professor of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminar; PhD, University of Minnesota. William M. Arden (2005). Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. B Jennifer Bankers-Fulbright (2008). Assistant Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. David A. Barlow (2005). Assistant Professor of Physician Assistant Studies. BA, University of Minnesota; PA Certificate, Augsburg College; MA, University of Nebraska, Omaha. David D. Barrett (2011). Assistant Professor of Health and Physical Education. AA, Normandale Community College; BA, Texas Lutheran University; MEd, Southwest Texas State University; PhD, University of Minnesota Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene University; MPAS, University of Nebraska. Bruce Batten (2008). Assistant Professor of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia. 210 Katherine A. Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State University-Mankato; MA, Augsburg College. Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. BA, St. Olaf College; MS, PhD, Clemson University. Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Michael Buck (2010). Assistant Professor of Music. BME, St. Olaf College; MME, Vandercook College of Music; PhD, University of Southern Mississippi. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical Director). BA, Augsburg College; MFA, University of Minnesota. Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of Wisconsin-Stout; EdD, University of Minnesota Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD, North Dakota State University. Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University. Mauricio Cifuentes (2011). Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana; MSW, PhD, Loyola University. Anthony J. Clapp (2001). Associate Professor of Health and Physical Education. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MA, Augsburg College. Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. PhD, Indiana University-Bloomington. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. 211 Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Assistant Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Ankita Deka (2008). Assistant Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois-Urbana. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music. Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of WisconsinMadison. Grace B. Dyrud (1962). Professor of Psychology. BA, MA, PhD, University of Minnesota. E Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse University. Ruth C. Enestvedt (1999). Assistant Professor of Nursing. BSN, St. Olaf College; MA, PhD, University of Minnesota. Mark J. Engebretson (1976). Professor of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA, University of WisconsinMadison. Carol A. Enke (1986). Instructor of Health and Physical Education. BS, MEd, University of Minnesota. Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of Minnesota – Duluth; PhD, University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Zengqi Vivian Feng (2008). Assistant Professor of Chemistry. BS, Linfield College; PhD, University of Illinois. Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University. Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. 212 G Annette M. Gerten (1997). Associate Professor of Social Work. BA, College of St. Catherine; MSW., University of Michigan; PhD, University of Minnesota. Keith F. Gilsdorf (2001). Associate Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois–ChampaignUrbana Jennifer Grant (2010). Assistant Professor of Business. BA, St. Olaf College; MS, University of Minnesota; MBA, Northcentral University; PhD, Graduate Theological Foundation. Carrie Gray (2009). Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University. William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota. Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD, University of Minnesota. Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. Donald R. Gustafson (1961). Professor of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin. H Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MA, Art Institute of Boston. I Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin; PhD, University of Minnesota. Colin C. Irvine (2003). Associate Professor of English. BA, Carroll College; MA, University of Notre Dame; PhD, Marquette University. Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. J Jeffrey E. Johnson (1985). Associate Professor of Physics. BS, MS, MBA, PhD, University of Minnesota. Martha B. Johnson (1988). Professor of Theater Arts. BA, MA, PhD, University of Wisconsin-Madison. 213 K Amin E. Kader (1974). Associate Professor of Business Administration. BComm, University of Cairo; MBA, University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University. Ashok K. Kapoor (1998). Associate Professor of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD, Eastman School of Music. Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota. Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith College; PhD, University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison. L Steven J. LaFave (1991). Professor of Business Administration. BA, Michigan State University; MA, University of Michigan; MBA, University of Minnesota. Michael J. Lansing (2005). Associate Professor of History. BA, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case Western Reserve University. Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Terrence Lewis (2011). Assistant Professor of Social Work. BA, Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa. Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. Dawn B. Ludwig (1995). Director, Assistant Professor of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. 214 M Patricia Z. Marincic (2005). Associate Professor of Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. B.A. Bemidji State University; M.S., North Dakota State University; Ph.D. Texas A & M University. Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington; DNP, St. Catherine University. Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College. Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, Luther-Northwestern Seminary. Sarah Myers (2009). Assistant Professor of Theater Arts. BS, Northwestern University; MFA, PhD, University of Texas. N Steven J. Nerheim (2004). Medical Director, Assistant Professor, part-time, Physician Assistant Studies. BA, Northwest College; MDiv, Luther Theological Seminary; MD, University of Minnesota. O Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD, University of Minnesota. Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota. P Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Donna R. Patterson (2006). Assistant Professor, full-time, Education. BA, MEd, University of Minnesota. Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota. Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire; MA, St. Mary’s College; MS, University of Minnesota; PhD, University of Colorado. Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National University, Tehran; MA, University of Nice; PhD, University of California, Los Angeles. Diane L. Pike (1981). Professor of Sociology. A., Connecticut College; PhD, Yale University. 215 Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. R Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota. Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. S Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Kathryn A. Schwalbe (1991). Professor of Business Administration. BS, University of Notre Dame; MBA, Northeastern University; PhD, University of Minnesota. Frankie B. Shackelford (1990). Professor of Modern Languages. BA, Texas Christian University; PhD, University of Texas. Barbara Short (2011). Associate Professor of Education. BA, Augustana College; MS, EdD, Illinois State University. Kaija Sivongsay (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg College. Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota, Twin Cities. Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University. Robert J. Stacke (1990). Associate Professor of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St. Thomas; PhD, University of Minnesota. Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota. Kris Stellon (2012). Assistant Professor of Nursing. BA, MA, College of St. Scholastica. Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University. Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Beverly J. Stratton (1986). Professor of Religion. BA, MA, Boston University; MA, DTh, Luther Seminary. 216 Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. T Brenda J. J. Talarico (2003). Assistant Professor of Physician Assistant Studies, Clinical Site Director. BS, University of Minnesota; PA Certificate, Augsburg College; MPAS, University of Nebraska Medical Center. Ismael S. Talke (2012). Assistant Professor of Mathematics. BSc, University of Asmara; MSc, University of Natal; MSc, PhD, Montana State University. Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Joseph Towle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA, PhD, University of Minnesota. Mark D. Tranvik (1995). Executive Director of Bernhard Christensen Center for Vocation. Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska; DPA, Hamline University. U Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. BA, Gustavus Adolphus College; MS, Mankato State University. V Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. BS, University of Minnesota; PhD, Iowa State University. Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd, Georgia Southwestern College. W Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana; PhD, University of NebraskaLincoln. Mzenga A. Wanyama (2006). Assistant Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver; BS, MA, Minnesota State University-Mankato. Shana K. Watters (2007). Assistant Professor of Computer Science. AA, Northern Virginia Community College; BS, South Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota. Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud State University; MS, Syracuse University. 217 Trent Whitcomb (2010). Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS, Finch University of Health Sciences. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Assistant Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. John M. Zobitz (2007). Associate Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University. Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University. Charles S. Anderson. President Emeritus. BA, St. Olaf College; MA, University of Wisconsin; BTh, Luther Theological Seminary; PhD, Union Theological Seminary. Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota. Raymond E. Anderson. Professor Emeritus of Speech, Communication and Theater Arts. BS, MA, PhD, University of Minnesota. John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Vern M. Bloom. Professor Emeritus of Social Work. BA, MSW, University of Minnesota. Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota. Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota. Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota. Beverly C. Durkee. Professor Emerita of Mathematics. BA, BSL, BSEd, MA, University of Minnesota; PhD, Arizona State University. Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. Marilyn E. Florian (1980). Professor Emeritus of Health and Physical Education. BA, Augsburg College; MS, St. Cloud State University. Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota. Stephen M. Gabrielsen. Professor Emeritus of Music. BA, Augsburg College, MA, PhD, University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. BA, Lake Forest College; MA, PhD, University of Chicago. 218 Orloue Gisselquist. Professor Emeritus of History. BA, MA, PhD, University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University. Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University. Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley. Marie O. McNeff. Professor Emerita of Education/Dean Emerita. BS, MEd, EdD, University of Nebraska. Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota. Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota. Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. 219 Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University. Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh, ThD, Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Edwin J. Saugestad. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MA, University of Minnesota. Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University of Heidelberg, Germany. Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa. David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania. 220
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Title: Augsburg College Course Descriptions, 2013-2014
Collection: Course Catalogs
Search Result: ACC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial s...
Show more ACC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Core Curriculum Component: None Prerequisite(s): None ACC222 Introduction to Managerial Accounting 4 Semester Credits A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting) ACC295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC322 Accounting Theory and Practice I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC323 Accounting Theory and Practice II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322(Accounting Theory and Practice I) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), MAT373(Probability and Statistics I); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing) ACC326 Tax Accounting 4 Semester Credits The more common and important provisions of planning and compliance for income taxes. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ACC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ACC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ACC423 Auditing 4 Semester Credits Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and Practice II) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(Accounting Theory and Practice II) ACC495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, crosscultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS205 Contemporary American Indians 4 Semester Credits In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. Core Curriculum Component: None Prerequisite(s): None AIS208 Native American Women and Film 4 Semester Credits Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Core Curriculum Component: None Prerequisite(s): None AIS233 Women: A Cross-Cultural Perspective 4 Semester Credits This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. Core Curriculum Component: None Prerequisite(s): None AIS264 American Indian in the Cinema 4 Semester Credits Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. Core Curriculum Component: None Prerequisite(s): None AIS305 Indigenous Issues of Central America 4 Semester Credits This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is crosslisted with Women’s Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: None Prerequisite(s): None AIS320 American Indian Women 4 Semester Credits Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS332 Native American Storytelling 4 Semester Credits The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Core Curriculum Component: None Prerequisite(s): None AIS355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course cross-lists with English. Core Curriculum Component: None Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. Core Curriculum Component: None Prerequisite(s): None AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS408 Native American Women and Film 4 Semester Credits Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Core Curriculum Component: None Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics) AIS490 Keystone: Indigenous Issues of Central America 4 Semester Credits This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. Core Curriculum Component: Keystone Prerequisite(s): None AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, ssignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) ART215 Web Design I 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART224 Publication Design 4 Semester Credits An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. Core Curriculum Component: Fine Arts Prerequisite(s): None ART225 Graphic Design I 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART231 Pre-Columbian,Colonial, & Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Tribal Arts and Culture 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): ENL111(Effective Writing) ART299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Junior Exhibition and Review 0 Semester Credits Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits) Core Curriculum Component: None Prerequisite(s): None ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Web Design II 4 Semester Credits Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. Core Curriculum Component: None Prerequisite(s): ART215(Web Design I) ART320 Typography 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design), ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art), ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art), ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art) ART322 Plein Air Sketching II 4 Semester Credits Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART330 Graphic Design II 4 Semester Credits This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design, branding, packaging, and illustration. Core Curriculum Component: None Prerequisite(s): ART225(Graphic Design I) ART332 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography), ART332(Photography II) ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART355 Painting II 4 Semester Credits Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None ART390 Tribal Arts and Culture 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition and Faculty Review 0 Semester Credits Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition. Core Curriculum Component: None Prerequisite(s): ART305(Junior Exhibition and Review) ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG101 Augsburg Seminar 0 Semester Credits A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): None AUG102 Augsburg Seminar 0 Semester Credits This individualized directed study course is available through moodle (course management system) only to students who did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’ progress toward graduation and future careers. A fee is charged during the semester when all requirements are satisfactorily completed. Contact the Director of AugSem for more information. Core Curriculum Component: None Prerequisite(s): None BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three one-hour lectures, one three-hour laboratory. Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I) BIO103L Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. ) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. (Three hours of lecture, four hours laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of BIO113(Introductory Organismal Biology), BIO151(Introductory Biology) BIO152L Evolution Ecology and Diversity Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO253 Introductory Cellular Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); SOPHMRCREDTS(Sophomore Credit Level) BIO253L Introductory Cellular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required* BIO255 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO255L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO255(Genetics) *concurrent registration is required* BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO355 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO355L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO355(Genetics) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I) BIO369L Biochemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO397 Internship * 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Animal Physiology 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO473L Animal Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO474L Developmental Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO475L Neurobiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO476L Microbiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips.) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO152(Evolution, Ecology and Diversity) BIO481L Ecology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology) BIO486L Immunology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO486(Immunology) *concurrent registration is required* BIO490 Biology Keystone 2 Semester Credits A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors. Core Curriculum Component: Keystone Prerequisite(s): None BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS200 Exploring Business as a Vocation 4 Semester Credits This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS254 Entrepreneurship 4 Semester Credits The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. Core Curriculum Component: None Prerequisite(s): None BUS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving nonfinancial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing) BUS379 Quantitative Methods for Business and Economics 4 Semester Credits How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. Core Curriculum Component: None Prerequisite(s): 1 of 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MAT171(Discrete Mathematics For Computing); MIS260(Problem Solving for Business) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS461 Global Business Management: Mexico and Emerging Markets - Mexico 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS479 Intermediate Quantitative Methods for Business and Economics 4 Semester Credits Advanced statistical methods using computer software. Specific topics may include multivariate modeling (linear and logistic), Monte Carlo simulation, queuing models, data mining, web analytics and ANOVA. Core Curriculum Component: None Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and Economics) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended. Fall and Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required* CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) CHM116L General Chemistry II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM351 Organic Chemistry I 4 Semester Credits Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II) CHM351L Organic Chemistry I Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required* CHM352 Organic Chemistry II 4 Semester Credits Important classes of organic compounds with special emphasis on mechanisms and multi-step synthesis. Descriptive material is correlated by means of modern theories of chemical bonds, energy relationships, and reaction mechanisms. (Three one-hour lectures, one four-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II); CHM351(Organic Chemistry I) CHM352L Organic Chemistry II Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required* CHM353 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry), CHM116(General Chemistry II); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM353L Quantitative Analytical Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required* CHM362 Chemical Thermodynamics, Statistical Mechanics, and Kinetics 4 Semester Credits Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and kinetics. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) CHM362L Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is required* CHM367 Properties of Polymers 4 Semester Credits Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. Spring, odd years) Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II), CHM361(Physical Chemistry I) CHM368 Quantum Chemistry, Molecular Structure, and Spectroscopy 4 Semester Credits Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure, spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) CHM368L Quantum Chemistry, Molecular Structure, and Spectroscopy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is required* CHM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM464 Advanced Organic Chemistry 4 Semester Credits Laboratory work is organized around the problems of identifying organic compounds. Lecture topics include theory and structure-spectra correlations for IR, UV, NMR, and mass spectroscopy; use of the literature, and advanced topics in organic synthesis. (Three hours of lecture, four hours of laboratory. Fall) Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II), CHM353(Quantitative Analytical Chemistry), CHM361(Physical Chemistry I) CHM464L Advanced Organic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required* CHM470 Principles of Medicinal Chemistry 4 Semester Credits Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. A prior course in biochemistry is recommended. (Spring, even years) Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM481 Advanced Analytical Chemistry 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry), CHM361(Physical Chemistry I) CHM481L Advanced Analytical Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required* CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II), CHM361(Physical Chemistry I) CHM482L Advanced Inorganic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required* CHM491 Chemistry Seminar 0 Semester Credits This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Core Curriculum Component: None Prerequisite(s): None CHM497 Introduction to Chemistry Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): None CHM498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: None Prerequisite(s): None COM280 Introduction to Communication Studies 4 Semester Credits An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM281 Research Methods 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level) COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM321 Business and Professional Speaking 4 Semester Credits This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), SPC111(Public Speaking) COM329 Intercultural Communication 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), SPC111(Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), SPC111(Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), COM281(Research Methods), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), MIS260(Problem Solving for Business), PHY103(Conceptual Physics), PSY215(Research Methods and Statistics I), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) COM355 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM405 Nonverbal Communication 4 Semester Credits This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. Core Curriculum Component: None Prerequisite(s): COM280(Introduction to Communication Studies) COM415 Advanced Critical Media Studies 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): COM120(Mass Media and Popular Culture) COM480 Public Relations/Promotional Communication 4 Semester Credits Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM254(Interpersonal Communication), COM354(Interpersonal Communication); COM280(Introduction to Communication Studies) COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170 Introduction to Programming 4 Semester Credits A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) CSC170L Introduction to Programming Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC210 Data Structures 4 Semester Credits Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC170(Introduction to Programming) CSC210L Data Structures Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) *concurrent registration is required* CSC240 Intro to Networking and Communications 4 Semester Credits Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC320 Algorithms 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC345 Principles of Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC352 Database Management and Design 4 Semester Credits Structure of database management systems, query facilities, file organization and security, and the development of database systems. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC353 Database Architecture and Design 4 Semester Credits An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); CSC210(Data Structures) CSC385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures) CSC450 Programming Languages and Compilers I 4 Semester Credits Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory) *concurrent registration is acceptable*; CSC320(Algorithms) CSC451 Programming Languages and Compilers II 4 Semester Credits Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory); CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC495 Advanced Topics in Computer Science 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CSC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECE345 Foundations of Preprimary Education 3 Semester Credits Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and other social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit); PSY105(Principles of Psychology), PSY250(Child Development) ECE346 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit); ECE345(Foundations of Preprimary Education) ECE347 Immersion and Teaching Competence 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged Children) ECE488 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE489 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE545 Foundations of Preprimary Education 3 Semester Credits Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology), PSY250(Child Development) ECE546 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department Admission) ECE547 Immersion and Teaching Competence 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for PreprimaryAged Children), GRADEDADMIT(Graduate Education Department Admission) ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): ECO312(Intermediate Macroeconomics), ECO313(Intermediate Microeconomics), MAT245(Calculus III), MAT246(Linear Algebra) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS527CE Adv Stdnt Lrning through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Training 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- varible crredit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 2 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY AAC cont ed 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS590CE Topics Grad Edu, General and TPT Cont Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1stand2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC200 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDC330 Building the Public Good: Public Achievement and Organizing 2 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC331 Practicum in Public Achievement 2 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None Prerequisite(s): None EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC410 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EDC500 Reading Leadership in the K-12 Schools 2 Semester Credits In this course students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders. Core Curriculum Component: None Prerequisite(s): None EDC506 Readership, Literature, and New Literacies 3 Semester Credits This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a literature classroom, and how best to implement these choices to foster voracious, critical readers. Core Curriculum Component: None Prerequisite(s): None EDC514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None EDC515 Reading Leadership: Reading Theory and Research 3 Semester Credits Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how theory and research support reading assessment and instruction in a K-12 setting. Core Curriculum Component: None Prerequisite(s): None EDC522 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: None Prerequisite(s): None EDC535 Reading Leadership: Assessment and Instruction with Elementary Readers 3 Semester Credits During this course, reading leaders will investigate the reading process, the link between assessment and instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience required. Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC545 Reading Leadership: Assessment and Instruction with Middle and High School Students 3 Semester Credits During this course, reading leaders will explore current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Field experience required. Core Curriculum Component: None Prerequisite(s): None EDC553 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of “who am I as a leader”. Core Curriculum Component: None Prerequisite(s): None EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC585 Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC592 Action Research I 3 Semester Credits This course will introduce students to qualitative action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. First course in a two-course sequence. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): None EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience Prerequisite(s): None EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED225 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED325 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED225(Foundations of Literacy) EED326 Elementary Reading K-6 Field Experience 1 Semester Credits Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED350 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED370 K-6 Methods: Social Studies/Thematics 2 Semester Credits Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED481 Student Teaching: Elementary K-6 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED483 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED485 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED495 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) EED524 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED225(Foundations of Literacy) EED550 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): None EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Developmental Writing 4 Semester Credits A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing 4 Semester Credits Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level) ENL112 Advanced Effective Writing 4 Semester Credits Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL221 Intermediate Expository Writing About the Arts 4 Semester Credits A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL227 Journalism 4 Semester Credits An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL228 Broadcast and Online Journalism 4 Semester Credits This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL240 Introduction to Literary Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL250 American Voices 4 Semester Credits American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL251 Introduction to African American Literature 4 Semester Credits This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL255 American Indian Literature 4 Semester Credits American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL260 Authors 4 Semester Credits A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL270 Themes 4 Semester Credits This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL280 Genres 4 Semester Credits Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL290 Explorations in Language and Theory 4 Semester Credits An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL291 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Fiction One 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL321 Fiction Two 4 Semester Credits A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. Core Curriculum Component: None Prerequisite(s): ENL320(Fiction One) ENL322 Poetry One 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL323 Poetry Two 4 Semester Credits In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. Core Curriculum Component: None Prerequisite(s): ENL322(Poetry One) ENL324 Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL327 Advanced Reporting 4 Semester Credits This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. Core Curriculum Component: None Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) ENL328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL228(Broadcast and Online Journalism) ENL330 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL332 British Literature: Renaissance and Reformation 4 Semester Credits A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL333 British and American Literature of the 17th and 18th Centuries: Strange Shores 4 Semester Credits British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL336 Age of Victoria 4 Semester Credits If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL338 British and Commonwealth Drama 4 Semester Credits A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL350 Readings in African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL351 19th Century American Literature 4 Semester Credits Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL352 American Literature from 1900 to 1945 4 Semester Credits Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL353 American Literature from 1945 4 Semester Credits Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL358 Readings in American Drama 4 Semester Credits A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL362 Renaissance to Modern Literature 4 Semester Credits Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Post Colonial Fiction 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL367 Women and Fiction 4 Semester Credits The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL368 Readings in World Dramas 4 Semester Credits A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL385 Language and Power 4 Semester Credits Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL391 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL394 Composition Theory and Practice 4 Semester Credits Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL396 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL410 Advanced Studies in Literature 4 Semester Credits Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL420 Advanced Studies in Writing 4 Semester Credits The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I) ENL427 Advanced Studies in Media , Ethics, and Theory 4 Semester Credits This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting) ENL430 Advanced Studies in Theory and Method 4 Semester Credits Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL510 Residency in Creative Writing I 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL511 Mentorship I 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL512 Critical and Creative Reading I 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL513 Mentorship II 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL514 Critical and Creative Reading II 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL520 Residency in Creative Writing II 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL521 Mentorship III 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL522 Critical and Creative Reading III 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL523 Mentorship IV 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL524 Critical and Creative Reading IV 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL530 Residency in Creative Writing III 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENV100 Environmental Connections 4 Semester Credits An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV120 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ENV120L Environmental Science Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required* ENV310 Environmental Politics Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics) ENV397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE300 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE325 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE330 5-12 Methods: Mathematics 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE341 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE481 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE483 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE485 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): None ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): ESL340(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20hour field experience. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition), ESL330(History and Structure of the English Language), ESL340(ESL Literacy), ESL410(ESL Testing and Evaluation) ESL481 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL483 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL485 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL487 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL490 Language, Culture, and Schools 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition), ESL340(ESL Literacy) ESL510 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): None ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20hour field experience. Core Curriculum Component: None Prerequisite(s): None FAR111 Beginning Farsi I 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FAR112 Beginning Farsi II 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 2 Prerequisite(s): FAR111(Beginning Farsi I) FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIA206 Sights and Sounds of Europe 4 Semester Credits FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation. Core Curriculum Component: Fine Arts Prerequisite(s): None FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM216 Film Production I 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Film Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 Film Production II 4 Semester Credits This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): None FLM328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM348 Intermediate Video Production 4 Semester Credits This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 French Civilization Today 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): None GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GRK113 Beginning New Testament Greek I 4 Semester Credits The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): None GRK114 Beginning New Testament Greek II 4 Semester Credits The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): GRK113(Beginning New Testament Greek I) GST001 C.A.P. 0 Semester Credits Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit status). Core Curriculum Component: None Prerequisite(s): None GST009 Augsburg Experience Internship 0 Semester Credits A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST100 Critical Thinking 4 Semester Credits Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better. Students waived from this course may take this class only with permission of the instructor. Core Curriculum Component: None Prerequisite(s): None GST108 AVID Elective 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Introduction to the Liberal Arts 4 Semester Credits An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, notetaking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed 32 credits. Core Curriculum Component: None Prerequisite(s): None GST200 Quantitative Reasoning/Statistical Literacy 4 Semester Credits This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Semimar 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS101 The Beginning of Western Culture 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 The Shaping of Western Civilization 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 The Modern World 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 The Modern Non Western World 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 America to 1815 4 Semester Credits A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. Core Curriculum Component: Humanities Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) HIS121 19th-Century United States 4 Semester Credits A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. Core Curriculum Component: Humanities Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) HIS122 20th-Century United States 4 Semester Credits A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. Core Curriculum Component: Humanities Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) HIS140 Topics in World History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS150 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 20th-Century South Asia 4 Semester Credits This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: Humanities Prerequisite(s): None HIS195 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Minnesota History 4 Semester Credits This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Core Curriculum Component: Humanities Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 History of African American Civil Rights, 1619-1915 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 History of African American Civil Rights, 1915-1972 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS280 The History Workshop 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS282 The History of Women Since 1848 4 Semester Credits This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS300 Public History 4 Semester Credits Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): None HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS316 U.S. Urban Environmental History 4 Semester Credits A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. Core Curriculum Component: None Prerequisite(s): None HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. Core Curriculum Component: None Prerequisite(s): None HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): None HIS331 Topics in United States History 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS332 History of United States Foreign Relations 4 Semester Credits A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. Core Curriculum Component: None Prerequisite(s): None HIS335 American Urban History 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): None HIS336 American Labor History 4 Semester Credits A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. Core Curriculum Component: None Prerequisite(s): None HIS338 American Legal History 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) HIS343 The North American West 4 Semester Credits This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. Core Curriculum Component: None Prerequisite(s): None HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None Prerequisite(s): None HIS348 Russia and the Soviet Union in the 20th Century 4 Semester Credits An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): None HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): None HIS354 Modern Britain and Ireland 4 Semester Credits This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): None HIS355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19thCentury United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS361 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HIS370 The Late Middle Ages to 1648 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): None HIS374 Medieval Crusades 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): None HIS378 Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS462 20th-Century South Asia 4 Semester Credits This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS474 World and the West 4 Semester Credits Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. Core Curriculum Component: None Prerequisite(s): None HIS480 History Senior Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop) HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON100 Christian Vocation & Search for Meaning I 4 Semester Credits Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another term. Core Curriculum Component: None Prerequisite(s): None HON111 Effective Writing for Liberating Letters 4 Semester Credits This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level) HON120 The Scholar Citizen 4 Semester Credits An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab) Core Curriculum Component: None Prerequisite(s): None HON120L The Scholar Citizen Theatre Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required* HON130 Liberating Letters: Humanist Tradition 4 Semester Credits Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON200 Christian Vocation & Search for Meaning II 4 Semester Credits Honors version of REL 200. See REL 200 for content and requirements. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) HON220 The Scholar Scientist 4 Semester Credits Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HON230 Arts and the City 4 Semester Credits Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240 Science, Technology, and Citizenship 4 Semester Credits Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240L Science, Technology, and Citizenship Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science, Technology, and Citizenship) *concurrent registration is required* HON250 The Social Scientist 4 Semester Credits Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON340 Junior Colloquium: The Scholar as Leader 0 Semester Credits Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N) Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON375 Student Created Learning Experience 0 Semester Credits This course will only be used for student created learning experiences that fulfill a lifetime activity. Core Curriculum Component: None Prerequisite(s): None HON380 Student Created Learning Experience 1 Semester Credits May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use traditional or P/N grading options). Core Curriculum Component: None Prerequisite(s): None HON450 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON470 Student/Faculty Collaboration: Research Thesis Requirement 0 Semester Credits Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit, P/N only) Core Curriculum Component: None Prerequisite(s): None HON490 Honors Senior Seminar 4 Semester Credits This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE001 Foundations of Fitness 0 Semester Credits This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and well-being. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: None Prerequisite(s): None HPE002 Lifetime Activity 0 Semester Credits Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. Core Curriculum Component: None Prerequisite(s): None HPE104 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE110 Personal and Community Health 4 Semester Credits Concepts and practices of health and healthful living applied to the individual and the community. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE114 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE205 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE220 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE275 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE114(Health and Safety Education) HPE275L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training) HPE304 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE305 Stress Management 2 Semester Credits This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE324 K-6 PE Games and Activities 2 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE334 7-12 Sport Skills and Activities 2 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE335 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE336 Trekking the Mountains: An Outdoor Cultural Excursion 4 Semester Credits A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the excursion. Core Curriculum Component: None Prerequisite(s): None HPE340 Organization and Adminstration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE350L Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE351 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology) HPE351L Physiology of Exercise Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required* HPE357 Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE410 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE473 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS233 Women: A Cross Cultural Perspective 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education,Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an indepth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Politics of Conflict and Transformation 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS330 Emerging Art and Urban Culture Seminar 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Politics of Artistic Expression 4 Semester Credits Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS342 River Politics Field Seminar 4 Semester Credits In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. Core Curriculum Component: Augsburg Experience Prerequisite(s): POL241(Environmental and River Politics) INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability and Environmental Policy Semimar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Reading for Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Writing for Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Theories of Poverty, Inequality and Social Change 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Social Policy and Anti-Poverty Strategies in Theory and Practice 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 Challenges of Globalization to the Scandinavian Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 Challenges of a Changing Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY470 Creating Life in the Arts: Exploration and Reflection on Vocation 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection. Core Curriculum Component: Keystone Prerequisite(s): None KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in English-speaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None Prerequisite(s): None LAT102 Beginning Latin II 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None Prerequisite(s): LAT101(Beginning Latin I) LCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None LCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT103 Everyday Math 3 Semester Credits Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): MPL(Math Placement Level 1) MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT129 Practical Applications of Math 4 Semester Credits An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT137 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) MAT138 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in collegelevel mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required* MAT145 Calculus I 4 Semester Credits Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT146 Calculus II 4 Semester Credits Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT163 Introductory Statistics 4 Semester Credits Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT171 Discrete Mathematics For Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recomended prior to MAT171. Students who have completed MAT271 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT173 Mathematics of Finance 4 Semester Credits Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT245 Calculus III 4 Semester Credits Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT246 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures) MAT248 Biostatistics 4 Semester Credits Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods. Core Curriculum Component: None Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I) MAT252 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT271 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry), MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) MAT287 History of Mathematics 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT304 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures) MAT314 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures) MAT324 Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT355 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II) MAT363 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Core Curriculum Component: None Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT369 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III) MAT373 Probability and Statistics I 4 Semester Credits Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III) MAT374 Probability and Statistics II 4 Semester Credits A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I) MAT377 Operations Research 4 Semester Credits Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor) MBA510 Applied Managerial Economics 3 Semester Credits Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 3 Semester Credits Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. Core Curriculum Component: None Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 Organizational Behavior 3 Semester Credits Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in crossfunctional organization strategies. Core Curriculum Component: None Prerequisite(s): None MBA560 Communication Issues in Management 3 Semester Credits An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. Core Curriculum Component: None Prerequisite(s): None MBA575 Strategic Technology 3 Semester Credits Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. Core Curriculum Component: None Prerequisite(s): None MBA576 Project Management 3 Semester Credits The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by modern project managers. Core Curriculum Component: None Prerequisite(s): None MBA581 Management Consulting Project I 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) Core Curriculum Component: None Prerequisite(s): None MBA582 Management Consulting Project II 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) Core Curriculum Component: None Prerequisite(s): None MBA583 Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures 3 Semester Credits This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): None MBA584 Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship 3 Semester Credits Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to actual practice. Core Curriculum Component: None Prerequisite(s): None MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and selfawareness and discovery of leadership styles, traits, and abilities. Core Curriculum Component: None Prerequisite(s): None MBA593 Health Care Operations Management 3 Semester Credits This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus primarily on those that improve hospital productivity. Core Curriculum Component: None Prerequisite(s): None MBA595 Strategic Management 3 Semester Credits Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBC532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None Prerequisite(s): None MBC535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None Prerequisite(s): None MBC537 Health Care Financing 3 Semester Credits This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance Core Curriculum Component: None Prerequisite(s): None MBC542 Legal and Ethical Considerations in Health Care 3 Semester Credits This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources and increasing professional liability. Core Curriculum Component: None Prerequisite(s): None MBC547 Human Resources Issues in Health Care 3 Semester Credits This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on course introduces human resources to those who are preparing to work in any area of health care or health service covering important topics such as recruitment, training, termination, compensation practices, and safety. Core Curriculum Component: None Prerequisite(s): None MBC552 Marketing Communications 3 Semester Credits The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix decisions. Core Curriculum Component: None Prerequisite(s): None MBC554 Consumer Behavior 3 Semester Credits The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase decisions. Core Curriculum Component: None Prerequisite(s): None MBC599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the rocess of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an offcampus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): None MDC094CE Everyday Mathematics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC101CE Lifetime Fitness 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC102CE Mathematical Thinking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC103CE The Modern World 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC104CE College Mathematics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC105CE Principles of Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC110CE Small Business, Start-Up 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC111CE Effective Writing 4 Semester Credits Equivalent to IHCC ENG 1108 Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disiplines 2 Semester Credits Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and secondary sources with focus on writing in students’ academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 4 Semester Credits Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG 1108. Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Human Society 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC129CE Practical Applications of Math 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC130CE Sociology and the Family 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government & Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE Educational Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC201CE Legal Environment of Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC204CE History of Rock & Roll 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC210CE Educational Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC222CE US History Since 1877 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC240CE Introduction to Literary Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC241CE Introduction to Cinema Arts 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC251CE Environmental Science 4 Semester Credits IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab included. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC255CE Small Group Communication 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC256CE Comparative Religions 4 Semester Credits This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS260 Problem Solving for Business 4 Semester Credits This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 Management Information Systems in the Organization 4 Semester Credits Broad understanding of using information systems to support organizational objectives. Topics include strategic planning and uses of information systems, business process analysis, and understanding of the components in a technology architecture. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business) MIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MIS475 Systems Analysis and Design 4 Semester Credits Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(Management Information Systems in the Organization) MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(Management Information Systems in the Organization), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT252 Principles of Marketing 4 Semester Credits Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. Core Curriculum Component: None Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ML510 Visions of Leadership: A Historical and Literary Journey 3 Semester Credits Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Responsible Leadership for the 21st Century 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity, Values, and Personal Growth 3 Semester Credits Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. Core Curriculum Component: None Prerequisite(s): None ML523 Leading Authentically 3 Semester Credits Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course, students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop a leadership plan that honors their authentic selves. Core Curriculum Component: None Prerequisite(s): None ML527 Spirituality and Leadership in the Workplace 3 Semester Credits The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML540 Political Leadershp: Theory and Practice 3 Semester Credits Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML550 Communication, Decision Making, and Technology 3 Semester Credits Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. Core Curriculum Component: None Prerequisite(s): None ML553 Design and Leadership 3 Semester Credits A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership. Core Curriculum Component: None Prerequisite(s): None ML557 Language of Leadership 3 Semester Credits Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. Core Curriculum Component: None Prerequisite(s): None ML560 Developing a Multicultural Perspective 3 Semester Credits This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): None ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None ML576 Leading Innovation 3 Semester Credits Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully leading innovation efforts. Core Curriculum Component: None Prerequisite(s): None ML577 Universal Responsibility and Leadership: A Nicaraguan Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the two-week option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML580 Colloquium on Contemporary Theories of Leadership 3 Semester Credits Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML510) Core Curriculum Component: None Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey) ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination seriesoral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None ML998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ML999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUE111 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 1 Semester Credits The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP111 Performance Study: Voice 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP122 Performance Study: Viola 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP134 Performance Study: Saxophone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP141 Performance Study: Trumpet 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 0 Semester Credits This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student Handbook) Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP191 Performance Study: Harp 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP192 Performance Study: Improvisation 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 Performance Study: Horn 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP352 Performance Study: Piano 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS101 Materials of Music I 2 Semester Credits Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test) Core Curriculum Component: Fine Arts Prerequisite(s): None MUS102 Materials of Music II 2 Semester Credits Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I) MUS105 The Music Business 4 Semester Credits An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other topics include the record industry, agents, and managers. Musical genres and historical periods are compared and analyzed. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None MUS111 Aural Skills I 2 Semester Credits In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch relationships. Core Curriculum Component: Fine Arts Prerequisite(s): MUS101(Materials of Music I) MUS112 Aural Skills II 2 Semester Credits Development of listening and reading skills to parallel progress in MUS 102. Core Curriculum Component: None Prerequisite(s): MUS111(Aural Skills I) MUS130 Introduction to Music in the Fine Arts 4 Semester Credits E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I) MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano) MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 4 Semester Credits Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS201 Materials of Music III 2 Semester Credits Continuation of MUS 102 with chromatic harmony and modulation. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II) MUS202 Form and Analysis 2 Semester Credits Musical structures of common practice period and introduction to 20th-century practice. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS201(Materials of Music III), MUS211(Aural Skills III) MUS211 Aural Skills III 2 Semester Credits Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. Core Curriculum Component: None Prerequisite(s): MUS112(Aural Skills II) MUS212 Aural Skills IV 2 Semester Credits Further development of listening skills to parallel progress in MUS 202. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS211(Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale), MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I) MUS231 History and Literature of Music I 4 Semester Credits An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS232 History and Literature of Music II 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS235 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano) MUS238 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS245 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): 1 of BUS105(MUSIC Marktn Promotn Publish Recor), MUS105(The Music Business) MUS251 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS252 Italian Diction 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS253 German Diction 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS254 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None MUS272 Human Identity through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS274 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None MUS275 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); MUS202(Form and Analysis), MUS212(Aural Skills IV) MUS312 Composition II 2 Semester Credits This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS340 Music Therapy Techniques and Materials I 2 Semester Credits This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading. Core Curriculum Component: None Prerequisite(s): None MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Techniques and Materials II 2 Semester Credits This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and Materials I. Core Curriculum Component: None Prerequisite(s): None MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 Junior Recital 0 Semester Credits One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Core Curriculum Component: None Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*, SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS375 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS392 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS432 Church Music and Worship 4 Semester Credits Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Core Curriculum Component: None Prerequisite(s): None MUS435 Voice Repertoire 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS456 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community servicelearning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS475 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS480 Music Therapy Senior Seminar 4 Semester Credits Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): None MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NAS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NAS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NAS351 The Modern Nordic Novel 4 Semester Credits Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NAS352 The Modern Nordic Drama 4 Semester Credits Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. Core Curriculum Component: None Prerequisite(s): None NAS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NAS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR111 Beginning Norwegian I 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 1 Prerequisite(s): None NOR112 Beginning Norwegian II 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I) NOR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR211 Intermediate Norwegian I 4 Semester Credits Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR112(Beginning Norwegian II) NOR295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR311 Norwegian Conversation and Composition 4 Semester Credits Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. Core Curriculum Component: None Prerequisite(s): NOR211(Intermediate Norwegian I) NOR331 Norwegian Civilization and Culture 4 Semester Credits A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. Core Curriculum Component: Humanities Prerequisite(s): NOR311(Norwegian Conversation and Composition) NOR353 Survey of Norwegian Literature 4 Semester Credits Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. Core Curriculum Component: Humanities Prerequisite(s): NOR311(Norwegian Conversation and Composition) NOR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NOR411 Advanced Norwegian Conversation and Composition 4 Semester Credits Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peertutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); NOR311(Norwegian Conversation and Composition) NOR495 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor), NUR410(Community Health Nursing I) NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to self-care of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P1 Practicum: Transcultural Healthcare in the City 1 Semester Credits This practicum is associated with NUR 500 and focuses on meanings and expressions of health, illness, caring and healing transculturally. The setting for activities is the inner city of Minneapolis, MN in the culturally diverse neighborhoods that include the Health Commons at Central Lutheran and the Cedar-Riverside Plaza. This faculty led practicum will introduce students to fundamental skills of Transcultural Nursing in connecting to marginalized populations in the neighborhoods. Core Curriculum Component: None Prerequisite(s): None NUR500P2 Practicum: Transcultural Healthcare in Oaxaca, Mexico 1 Semester Credits This is the practicum associated with NUR 500, which focuses on Transcultural Nursing. This practicum will introduce students to fundamental skills of Transcultural Nursing through exploring cultural diversity and traditions in Oaxaca, Mexico. Core Curriculum Component: None Prerequisite(s): None NUR501 Transcultural Care Systems 3 Semester Credits In this course, organizations are viewed as cultural systems that are complex and adaptive, where continuous change and unpredictability rule the development and course of evolution. The importance of relationships, the role of self-organization, the processes of emergence and co-evolution are explored via readings and discussions. Attendance at a local, national, and/or international nursing leadership conference is mandatory. Dialogue and networking with a variety of nursing leaders to understand the context of transcultural health care organizations are expected. Core Curriculum Component: None Prerequisite(s): None NUR501P1 Practicum: Transcultural Care Systems 1 Semester Credits This is the practicum associated with NUR 501, which focuses on the context of transcultural healthcare systems. Mandatory attendance at a local, national and/or international nursing leadership conference and dialogue and networking with a variety of nursing leaders will be part of the experiential learning process of this course. Core Curriculum Component: None Prerequisite(s): None NUR501P2 Practicum: Transcultural Care Systems and the Millenium Development Goals in SubSaharan Africa 1 Semester Credits This practicum explores the social-cultural determinants of health and illness that impact MDG achievement in subSaharan Africa. As such, economic realities, education levels, governmental policies, gender roles, access to technology, and the availability of health care providers are examined in relation to burdens of suffering and disease evident in local communities. Leadership skills and knowledge that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P1 Practicum: Theoretical Foundations for Advanced Practice Nursing in the City 1 Semester Credits This practicum is associated with NUR 505. It will focus on three linked concepts that are foundational to the MAN program: scarcity & abundance; radical presence; peace & justice. Through experiences in the inner city of Minneapolis, students and faculty will encounter people who can convey how these concepts affect the complexity of their daily lives. Nursing theory will be applied to these experiences, diverse ways of knowing explored, and new forms of nursing practice inspired and imagined. Core Curriculum Component: None Prerequisite(s): None NUR505P2 Practicum: Theoretical Foundations for Advanced Practice Nursing 1 Semester Credits This practicum focuses on nursing science and nursing theory as foundational to advanced nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge and care practices. Core Curriculum Component: None Prerequisite(s): None NUR505P3 Practicum: Theoretical Foundations for Advanced Practice Nursing in England 1 Semester Credits This practicum focuses on nursing science and nursing theory as foundational to advanced nursing practice. Practical application of embodied ways of knowing is essential to understanding transcultural variations in health and healing practices, patient and self-care modalities, and expanding conscious awareness of the nurse. This course expands the student’s horizon of meaning and action potential in the world. Core Curriculum Component: None Prerequisite(s): None NUR520 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P1 Practicum: Transformational Nursing Leadership 1 Semester Credits This is the practicum associated with NUR 521 which focuses on transformational nursing leadership. Students will devote 45 hours to participant-observation in nursing leadership. Students will select and work with a nurse leader during the observational experience. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P1 Practicum: Theory, Research, and Practice 2 Semester Credits This practicum is associated with NUR 523 and focuses on developing critical relationships, networking with appropriate organizations, and formulating a structure and method to implement the final project. This practicum will inform the writing of one’s graduate field project related to transcultural nursing practice and/or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): None NUR525P1 Practicum: Graduate Field Project 2 Semester Credits This is the practicum associated with NUR 525 that focuses on the writing of the graduate field project related to transcultural nursing practice and/or transformational nursing leadership. Working with a nursing faculty adviser (instructor), students complete their final written report of a theory-based model of advanced nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P1 Practicum: The Power of Ritual and Ceremony for Healing and Transformation in Lakota Culture 1 Semester Credits Students will explore ritual and ceremony from a transcultural perspective and participate in rituals and ceremonies of the Lakota people. Additionally, opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, visit sacred sites of the Lakota people, and spend time in deeper reflection on the meaning and practice of rituals and ceremonies in their own personal and professional lives. Core Curriculum Component: None Prerequisite(s): None NUR530P2 Practicum: The Power of Ritual and Ceremony for Healing and Transformation in Lakota Culture 1 Semester Credits Students will explore ritual and ceremony from a transcultural perspective and participate in rituals and ceremonies of the Lakota people. Additionally, opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, visit sacred sites of the Lakota people, and spend time in deeper reflection on the meaning and practice of rituals and ceremonies in their own personal and professional lives. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P1 Practicum: Transcultural Healing Practices and Self Care 1 Semester Credits This practicum introduces students to holistic healing practices including their historical and cultural contexts. Students reflect and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing therapies, movement therapies, bio-geometry, homeopathy, or massage. Students learn self-care and application to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P3 Practicum: Transcultural Healing Practices and Self Care 1 Semester Credits This practicum introduces students to holistic healing practices including their historical and cultural contexts. On this journey, students are immersed in energies present at ancient sacred sites and churches of England. Students learn to consciously merge science with spirit to connect with the healing energies of the cosmos. A process of expanding consciousness is embodied in individual and group work. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P1 Practicum: The Politics of Health Care in the City 1 Semester Credits This practicum is associated with NUR 541. It focuses on how health and illness are related to structures in society and dynamics of power in systems of health care. The impact of structural violence and health inequities is discussed through dialogue with community leaders and local residents. In this practicum students will begin to name and bear witness to injustice particular to diverse cultural groups in two neighborhoods of Minneapolis. Practice models that support free space for collective agency will be experienced. Core Curriculum Component: None Prerequisite(s): None NUR541P2 Practicum: The Politics of Health Care in Oaxaca, Mexico 1 Semester Credits This is the practicum associated with the NUR 541 course that focuses on the Politics of Health Care. This practicum will examine issues of social justice and health inequities among marginalized groups through experiences in Oaxaca, Mexico. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the socio-cultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Dia de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None Prerequisite(s): None NUR762 Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness —economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Metis) and Evidence: Dialectic Between Knowledge & Engagement 3 Semester Credits This course provides a foundation for building the scholarship of advanced practice in transcultural and public health nursing. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR841 Final Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health care, and complimentary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and complete a field-based orientation to surgical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA534 Clinical Medicine IV 4 Semester Credits This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in primary care and other issues unique to these populations are explored. Students will be introduced to topics in emergency medicine and complete a service-learning experience with an older adult from the community. Core Curriculum Component: None Prerequisite(s): PA533(Clinical Medicine III) PA542 Professional Issues 2 Semester Credits A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Core Curriculum Component: None Prerequisite(s): None PA545 Clinical Phase Transition 4 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA555 Research Tools for the Physician Assistant 2 Semester Credits This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA570 Interdisciplinary Perspectives on Aging 3 Semester Credits This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Core Curriculum Component: None Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA602 General Surgery Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA603 Pediatric Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA604 Women's Health Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA605 Emergency Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA606 Psychiatric Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA607 Elective Clinical Practicum I 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA608 Elective Clinical Practicum II 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): PA534(Clinical Medicine IV), PA545(Clinical Phase Transition) PA620 Primary Care Preceptorship 6 Semester Credits The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum), PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective Clinical Practicum I) PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum), PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective Clinical Practicum I) PA622 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum), PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective Clinical Practicum I) PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): PA600(Family Medicine Clinical Practicum), PA601(Internal Medicine Clinical Practicum), PA602(General Surgery Clinical Practicum), PA603(Pediatric Clinical Practicum), PA604(Women's Health Clinical Practicum), PA605(Emergency Medicine Clinical Practicum), PA606(Psychiatric Clinical Practicum), PA607(Elective Clinical Practicum I) PA998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) PHI125 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. Core Curriculum Component: Humanities Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5 hour lab included) Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) PHY116 Introduction to Physics 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three onehour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY121(General Physics I) PHY122L General Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): PHY122(General Physics II) PHY245L Modern Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required* PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY261(Electronics) *concurrent registration is required* PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY317(Biophysics) *concurrent registration is required* PHY320 Introduction to Space Science 4 Semester Credits A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three onehour lectures.) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required* PHY351 Mechanics I 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three onehour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY352 Mechanics II 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I) PHY362 Electromagnetic Fields I 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY363 Electromagnetic Fields II 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHY396 Comprehensive Laboratory II 2 Semester Credits A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computer-controlled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PHY122(General Physics II), PHY395(Comprehensive Laboratory I) PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY420 Plasma Physics 4 Semester Credits Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I) PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY486 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Metropolitan Complex 4 Semester Credits Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 Political Patterns and Processes 4 Semester Credits An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy-A Nicaraguan Case Study 4 Semester Credits Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and community groups working on alternative development policies. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None POL357 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None Prerequisite(s): POL170(Law in the United States) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) POL484 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 2 of POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar); POL158(Political Patterns and Processes) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY105 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY215 Research Methods and Statistics I 4 Semester Credits Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Abnormal Psychology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religiousspiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a full-credit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY373 Industrial/Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling Psychology 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) REL100 Christian Vocation and the Search for Meaning I 4 Semester Credits This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and live out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. Core Curriculum Component: None Prerequisite(s): None REL120 Religion and Science in Popular Culture 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL199 Internship 4 Semester Credits Limited to special cases. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL200 Christian Vocation and the Search for Meaning II 4 Semester Credits This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) REL205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL210 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL260 Self, Sex & Sin: Human Person in Christian & Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. Core Curriculum Component: Humanities Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and Vocation) REL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL300 Bible, Christian Theology and Vocation 4 Semester Credits This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. Core Curriculum Component: None Prerequisite(s): 1 of ADVTRANSFER(Advanced Transfer), REL300PERMIT(Permitted to take REL300) REL301 Interpreting the Old Testament 4 Semester Credits An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) REL302 Interpreting the New Testament 4 Semester Credits Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL306 Non-Western Christianity 4 Semester Credits A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL309 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. (Taught only in Mexico) Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL343 Theology of Marriage and Family 4 Semester Credits An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL345 The Lutheran Heritage 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL346 The Church and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL347 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. Core Curriculum Component: Humanities Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL353 Finding Your Religion/Spirituality 4 Semester Credits A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL355 Study of Religion in the Public Schools 0 Semester Credits The history of studying religion in public schools, the problems associated with such efforts, the resources available to the teacher and the actual teaching itself will be examined. The theological, as well as the legal and educational implications will be analyzed and discussed. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL356 World Religions 4 Semester Credits An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) REL357 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL362 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL363 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) REL370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL378 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL385 Process Theology and Christian Faith 4 Semester Credits Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives on the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL386 Speaking of Genesis 4 Semester Credits An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL390 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL406 Christensen Scholar Seminar II 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith servicelearning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith servicelearning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: None Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL425 Christian Spiritual Practices 4 Semester Credits A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL441 Feminism and Christianity 4 Semester Credits Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL471 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL472 Paul the Apostle 4 Semester Credits A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) REL475 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that discipline.) Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL481 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL483 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL490 Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL495 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion) REL498 Independent Study/Research 2 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): None REL499 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL-P(Math Placement Level 3), MPL-Q(Math Placement Level 3), MPL-R(Math Placement Level 3), MPL-X(Math Placement Level 3), MPL-Y(Math Placement Level 3), MPL-Z(Math Placement Level 3) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI123 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, selfassembly, microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI490 Integrated Science 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None SOC111 Human Community and Modern Metropolis 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Human Society 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None SOC240 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Sexualities 4 Semester Credits What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None Prerequisite(s): None SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC349 Sociology of Organizations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society) SOC362 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC380 Disaster and Resilience 4 Semester Credits Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society) SOC381 City and Regional Planning 4 Semester Credits Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society), SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): None SOC390 Social Problems Analysis 4 Semester Credits How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); SOC121(Introduction to Human Society) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society) SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA206 Spanish for Health Care Professionals 4 Semester Credits Taught in Cuernavaca, Mexico. Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA220 Business Spanish - Mexico 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry - Mexico 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 Spanish for Heritage Speakers I - Mexico 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. Core Curriculum Component: None Prerequisite(s): None SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA325 Spanish for Heritage Speakers II - Mexico 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA334 Contemporary Mexican Literature - Mexico 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA335 Contemporary Latin American Women: Texts and Voices - Mexico 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA352 Survey of Spanish Literature I 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SPA311(Spanish Conversation and Composition) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Core Curriculum Component: None Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to postsecondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) SPE434 Tchng Cont Area w/Lrng Disabilities 3 Semester Credits This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie) SPE481 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) SPE483 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) SPE485 Student Teaching: Secondary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) SPE487 Student Teaching: Secondary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) SPE488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE501 Historical and Contemporary Issues in American Indian Education 4 Semester Credits This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE502 American Indians and Special Education 4 Semester Credits This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE503 Assessment of American Indian Learners 4 Semester Credits This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE504 Working with American Indian Families and Communities 4 Semester Credits This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE505 Manifestation of Multigenerational Trauma and Internalized Oppression 4 Semester Credits This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE506 Indigenous Learners 4 Semester Credits This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE507 Indigenous Methods of Instruction: Practical Application 4 Semester Credits Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE508 Professional Issues and Development 2 Semester Credits This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE509 Literacy Instruction for American Indian Learners with Exceptionalities 4 Semester Credits This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to postsecondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP202 Study Abroad/Part Time 8 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK100 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK230 Global Peace and Social Development 4 Semester Credits This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None SWK240 Intergroup Dialogue 4 Semester Credits In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and narratives from historical, psychological and sociological sources. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. Core Curriculum Component: None Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 4 Semester Credits Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 4 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom content-particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 2 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom content-particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research Core Curriculum Component: None Prerequisite(s): None SWK536 Human Behavior and the Macro Social Environment 3 Semester Credits This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. A specific focus of the course is on the role of organizations in social work practice. Core Curriculum Component: None Prerequisite(s): None SWK610 Integrative Field Seminar 3: MCCP 2 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 2 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK628 MCCP with Individuals 4 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 4 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 MCCP Policy Practice 4 Semester Credits In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. Core Curriculum Component: None Prerequisite(s): None SWK631 MCCP with Groups 4 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 2 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 2 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK657 Diversity and Inequality 1: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK658 Diversity and Inequality 2: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK660 Research 2: Program Evaluation 4 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 4 Semester Credits This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 4 Semester Credits This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policy-making bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK670 Multicultural Macro Practice Policy 4 Semester Credits This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Core Curriculum Component: None Prerequisite(s): None SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None Prerequisite(s): None SWK998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP124 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP134 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR002 Introduction to Dance 0 Semester Credits This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. Core Curriculum Component: None Prerequisite(s): None THR005 Modern Dance and Improvisation 0 Semester Credits Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) Core Curriculum Component: None Prerequisite(s): None THR116 Creative Drama: Acting and Improvisation 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This cotaught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Asian and Asian American Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student step-by-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: Fine Arts Prerequisite(s): None THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: Fine Arts Prerequisite(s): None THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: None Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 Playwriting I 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR328 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): None THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR361 Theater History and Criticism I 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the classical Greek through the French Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater productions are required. Need not be taken sequentially with THR 362. (Fall, even years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater History and Criticism II 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary performance. Reading a range of texts (including plays), writing a research paper, and attending local theater productions are required. Need not be taken sequentially with THR 361. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): 1 of CPL(Critical Thinking Level), GST100(Critical Thinking); THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism II) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR362(Theater History and Criticism II) THR397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR425 New Methodologies of Stage Direction and Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR366(Stage Direction) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Foundations in Women's Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: None Prerequisite(s): None WST281 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggles and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19thCentury United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness—economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None WST366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of CPL(Critical Thinking Level), GST100(Critical Thinking) WST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: None Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM205 Exploring Topics in Youth and Family Ministry 2 Semester Credits Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and religion, communications, media, music and ministry, and ministry with youth on the margins. Core Curriculum Component: None Prerequisite(s): None YFM208 Vocational Formation I 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM209 Vocational Formation II 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. Core Curriculum Component: None Prerequisite(s): YFM208(Vocational Formation I) YFM232 Peer Ministry: Principles and Leadership 4 Semester Credits Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM235 Foundations for Ministry with Youth and Families 4 Semester Credits Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) YFM305 Ministry Practices 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families) YFM316 Church and Culture in Context 4 Semester Credits A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM358 Life and Work of the Church 4 Semester Credits This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); YFM235(Foundations for Ministry with Youth and Families) YFM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM399 Internship 4 Semester Credits The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor) YFM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology)
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Title: Augsburg College Graduate Catalog, 2013-2014
Collection: Course Catalogs
Search Result: 2013-2014 Graduate Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master ...
Show more 2013-2014 Graduate Catalog Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Music Therapy Doctor of Nursing Practice Master of Science in Physician Assistant Studies Master of Social Work at Augsburg College Graduate Catalog 2013-2014 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2013 - summer semester 2014. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2013 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College, we believe that our distinctive educational purpose is to help you find your calling at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow President 2 Greetings from the Academic Affairs Office Welcome to our graduate studies at Augsburg College. We are committed to education that prepares people for leadership in their communities and places of work. We believe that the liberal and professional arts and sciences form the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Our locations in the vital metropolitan areas of Minneapolis/St. Paul and Rochester offer exciting and challenging field experiences for courses that include real-life learning through academic internships, experiential education, and cultural enrichment. The Twin Cities and Rochester become extended campuses for Augsburg students. Also, the diversity in our campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. When you join Augsburg you become part of a community that offers lifelong learning opportunities in state-of-the-art physical and online classrooms with accessible libraries and dedicated faculty and staff. You join a body of experienced people who quickly form your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city connections through public events, including our convocations and Advent Vespers. All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. We expect our graduates to have their eyes on the world as they develop their identity as global citizens, with a sense of responsibility to participate in socially- and economically-sustainable development. We hope that at some time during your degree, you’ll explore the opportunities to participate in an international learning experience—for example, travel seminars to our global campuses in Central America, Mexico, and Namibia, and opportunities to meet visiting students and faculty members from our partner institutions in Norway, Germany, Finland, and Slovenia. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. Although each graduate program has its own “neighborhood” and unique features, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. We encourage both “horizontal” initiatives—i.e., cross-program collaboration—as well as “vertical” initiatives—engaging our undergraduate students to consider graduate work. This means that sometimes you may be encouraging classmates who are just beginning to imagine a graduate degree. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies 3 About Augsburg At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, act ethically and communicate effectively in a global world. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. A short history of Augsburg College can be found at www.augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. • An Augsburg education should be preparation for service in community and centers of faith. • The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: • • • • • • • • Master of Arts in Education Master of Arts in Leadership Master of Arts in Nursing Master of Business Administration Master of Fine Arts in Creative Writing Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice Augsburg offers the following dual degrees: • Bachelor of Arts in Accounting/Master of Arts in Leadership • Master of Social Work/Master of Business Administration • Master of Social Work/Master of Arts in Theology, with Luther Seminary 4 A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities such as Lindell Library, the Kennedy Center, and the Christensen Center, and to participate in College activities such as music and dramatic presentations and athletic events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and the future Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. Rochester Campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. Degrees offered on the Rochester campus include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*, as well as a variety of undergraduate majors. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to about 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program at the Minneapolis campus. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses Abroad Locations Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their discipline. 6 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices, and the Center for Learning and Adaptive Student Services (CLASS). Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street. Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. 7 Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg College is accredited by: • • • • • The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • American Chemical Society Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music Augsburg College is an institutional member of: • • • • • • • • • • • • • • American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Campus Compact Council of Independent Colleges (CIC) Lutheran Education Council in North America (LECNA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 9 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on June 16, 2010). For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks Assistant Athletic Director 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Interim AVP, Human Resources Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an 10 administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • • • • • • • • • • • • • • The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative 11 works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 12 Graduate Admissions All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section or the Graduate Admission website (below) for additional instructions. For detailed instructions on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad/. Readmission Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is one business day prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Special Student Admission Students who are non-degree-seeking, but wish to enroll for academic credit in courses within a graduate degree program, may be considered for admission as special students (non-degree). Special students (non-degree) can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To be considered for admission as a special student (non-degree), the items listed below must be submitted to the Admissions Office. Some programs may have additional requirements. • Completed special-status application for admission • An official transcript of undergraduate and/or last degree earned. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a degree outside the US must have their transcript evaluated to confirm it is equivalent to a US bachelor’s degree or greater. If a non-degree seeking student is pursuing regular admission status into the program; he or she should submit an application requesting regular admission to that program and submit the additional materials needed for regular admission to that program. Special student status is conferred for only one term of enrollment. Additional terms require reapplication as a special student (non-degree). Students may count up to 6-8 semester credits earned as a special student (non-degree) toward an Augsburg College degree with approval of the program director. International Students Admission Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: 13 • If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. • If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • TOEFL (Test of English as a Foreign Language) o www.toefl.org/ o Score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) • IELTS (International English Language Testing System) o www.ielts.org/ o Score report of 6.5. • MELAB (Michigan English Language Assessment Battery) o www.cambridgemichigan.org/melab o Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. • Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree • Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. • Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. • Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. • Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal 14 permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs for Graduate Studies The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/2013-2014-graduate-rates/ Tuition: Students are charged per credit. The amount is payable at the beginning of each semester or you can set up an official payment plan through Student Financial Services. Fees: Student activity, facilities, wind energy fee. Other special course or program specific fees can be found online at www.augsburg.edu/studentfinancial. Books and Supplies: Approximately $150 per course Audit Fee: $1,000 per course Payments Semester Charges Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet Records and Registration. Payments can be made online at www.augsburg.edu/studentfinancial/make a-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure/. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts/. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy/. Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with federal, state, church, and private agencies in providing various aid programs. During the 2012-2013 academic year, more than eight out of ten students at Augsburg received financial assistance. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. How to Apply To be considered for the maximum amount of aid, students must apply for financial aid by May 1st. Steps to apply can be found online www.augsburg.edu/studentfinancial/graduate-financial-aid/ and are updated annually as federal and state processes change. 16 What Happens Next? Once all documents are received, we review the financial aid application to determine financial aid eligibility for all available programs. A financial aid award letter will be sent to the student. This letter details the financial aid award and includes information regarding federal and private loan programs (students must complete a loan application to receive loan funds). Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at www.augsburg.edu/studentfinancial/payment plans-and-discounts/ Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. • Federal Stafford Student Loan o Unsubsidized Stafford Loan; interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). • Federal Parent Loan Program (PLUS) o PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at www.augsburg.edu/studentfinancial. Financial Policies Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved online payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student accounts are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Refund Schedule Students who withdraw from Augsburg College may be eligible for a refund of a portion of their charges based on the appropriate refund schedule. Financial aid may also be adjusted for those students who withdraw from the College or drop one or more courses and receive financial assistance. For further information view our refund policy online at www.augsburg.edu/studentfinancial/tuition-and-credit-refund/. Students may appeal refund decisions through the Financial Petition Committee. Petition forms are available online through the Registrar’s Office website. Students who wish to withdraw from Augsburg should complete the Withdrawal from College form available online through the Registrar’s Office website. It must be filled out completely, signed and turned in to the Registrar’s Office. 17 Students who properly withdraw or change to part-time, who are dismissed, or who are released from a housing contract will have their accounts adjusted for tuition and/or room in accordance with the terms of their housing contract and/or the appropriate tuition refund schedule. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not officially drop courses with the Registrar’s Office are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, the refund will include the normal refund percentage (based on the regular refund schedule). Requests for medical refunds should be made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. This extra medical refund will be considered upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and charges for the term dropped. The administrative cancellation fee is $300. 18 Student Resources/Academic and Support Services Lindell Library The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 23,000 e-journals, 17,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of the seven private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, www.inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has six computer classrooms and 41 technology-enhanced classrooms. The circulation desk in Lindell Library has 40 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • Accommodations for testing and coursework (e.g., extended time, note-taking) • Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) • Training and use of assistive technology through the Groves Accommodations Laboratory 19 • • Assistance with academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of these opportunities and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. 20 Academic Programs and Policies Academic Calendars All of our graduate programs meet on a semester calendar. Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide) Evaluation and Grading Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit. Explanation of grades for Graduate Studies: Grade 4.0 3.5 3.0 2.5 2.0–0.0 P N V W I X Explanation Achieves highest standards of excellence Achieves above acceptable standards Meets acceptable standards Meets minimum standards Unacceptable performance Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The written permission of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, an any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. 21 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, 2.0, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted, i.e., courses with 0.0 to 4.0 grade assigned. Attendance Policy Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Continuation Policy for Thesis or Final Project (effective in fall 2010) Following the initial registration term for the final (or summative or capstone) project, students will be automatically registered for continuation course 999 each semester for up to 15 semesters or until a grade for the completion course is submitted by the project advisor. Continuation course 999 maintains students’ active status in the graduate program, including library, AugNet, and parking privileges. This registration will result in a Campus Access Fee of $35 (subject to change as costs increase) per semester. Automatic registration will occur for up to five years or 15 terms. At the end of this time, the course grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program 22 director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional course work and will need to pay full tuition for all additional courses and to repeat the final project course. If/when the final project course is completed, the new grade would supersede the previous grade. Students may withdraw from the College, and thus from continuation course 999 and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students may be subject to additional coursework. An accounts receivable hold will be placed on the student’s account if a college-wide $250 unpaid threshold is reached. The threshold will adjust with the practices of the Student Accounts Office. If a student owes more than the threshold amount, the Registrar’s Office will not continue to automatically enroll the student in continuation 999. The Registrar’s Office and the Student Accounts Office will inform the student, the program director, and coordinator that the student must pay the account (including the late fee). At this point coordinators and/or program directors will communicate with the student and the faculty advisor and, if necessary, request that the faculty advisor submit a grade change of N. The student also may elect to withdraw from the College. If the grade change has not been submitted within one term, the program director will submit the grade change of N. This policy is effective as of September 2010. Students will sign a contract outlining the terms of the continuation policy, which will be kept on file with the program and in the Registrar’s Office. Accumulated charges stand for current students, but beginning in fall 2010 students will be charged $35 per term. Student Financial Services will work with students, as needed, who are currently in the continuation phase and who have accumulated a debt higher than the $250 threshold. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • Successful completion of all required courses • A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. • Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program WƌŽŐƌĞƐƐŝŽŶ^ƚĂŶĚĂƌĚƐWŽůŝĐǇ. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. 23 The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar/. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available on the Registrar’s Office website or at the Enrollment Center. Term Off Students who interrupt their program enrollment for longer than one semester must readmit to the College and program to resume their degree program. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university institution and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is: • • • • • • Master of Arts in Education (6) Master of Fine Arts in Creative Writing (12) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Science, Physician Assistant Studies (Contact program coordinator) 24 • Master of Social Work (22) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. 25 Master of Arts in Education We are pleased with your interest in the Master of Arts in Education (MAE) program. Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. We know that Augsburg College is an excellent choice for you to pursue your teaching dreams and goals—and here’s why. Our Philosophy The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. You can read about each theme on the following page, but for the MAE program, I want to highlight one of the program themes—leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. Our Faculty Augsburg faculty members who teach in the MAE program are a mix of full‐time and adjunct instructors, all of whom have K‐12 teaching experience. Many adjunct instructors are currently teaching in K‐12 settings; all full‐time faculty members are frequent visitors to K‐12 settings through student teaching and field experience supervision, volunteer work, and/or in‐service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. Our Accessibility We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate‐level courses are taught in the evenings and weekends to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the weekend and evening schedules. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly‐qualified teacher— the teacher you can become. Vicki L. Olson, PhD Director, Master of Arts in Education Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide a safe, trustworthy place where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects 26 content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre‐service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or the performance assessment option—gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows: Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever‐present 27 phenomenon. They are informed decision‐makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self‐efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K‐ 12 initial teaching licenses offered at Augsburg include:     Elementary education (K‐6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre‐primary endorsement to the elementary license. Secondary education (5‐12 and K‐12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9‐12 in biology, chemistry, and physics. K‐12 English as a Second Language* K‐12 Special Education: Academic Behavior Strategist Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options:     K‐12 English as a Second Language* K‐12 Special Education: Academic Behavior Strategist K‐12 Reading Pre‐Primary All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. The MAE degree is also available without a license but with an education core. See the MAE program director for details. Accreditations and Approvals Augsburg College Teacher Education programs are accredited and approved by:   National Council for the Accreditation of Teacher Education (NCATE) Minnesota Board of Teaching. (MN BOT) Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section of this catalog. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K‐12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. 28 Credit MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the weekend schedule. Courses during the weekend meet face to face every other weekend with online instruction during the alternate weeks. Some education courses and many undergraduate content area courses are offered on a weekday evening schedule. These typically meet weekly face‐to‐face. The MAL degree completion courses are offered primarily through the weekend schedule through a mix of face‐to‐face and online instruction. Summer session courses are offered primarily weekdays and weekday evenings with a few on weekends during the first summer session. Summer courses are offered in a mix of formats from all online to all face‐to‐face. The following teaching licenses are available entirely through the evening, weekend, and summer schedule: elementary education, most middle school and pre‐primary specialty area endorsements, 5‐12 social studies, 5‐12 communication arts, K‐12 art, K‐12 special education, K‐12 English as a second language, and K‐12 reading. Additional licenses in the following areas are available through a combination of weekday, weekday evening, weekend, and summer schedules: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken during the weekend, weekday evenings, and summer while some, if not all, of the content area courses are taken during the weekday. The weekend schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other weekend. The weekday schedule is also comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at www.augsburg.edu/registrar. Curriculum—Teaching Licenses K‐6 Elementary Education This program is designed to prepare teachers for grades K‐6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre‐primary can be pursued along with or separately from the K‐6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate‐level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K‐6 elementary licensure. Up to seven courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/Minnesota American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EDC 490/580 ‐ School and Society EED 225/524 ‐ Foundations of Literacy EED 325/525 ‐ K‐6 Methods: Literacy* EED 350/550 ‐ K‐6 Methods: Math EED 360/560 ‐ K‐6 Methods: Science EDC 591 ‐ Topics To complete the license, the following undergraduate requirements must be completed: HPE 115 ‐ Chemical Dependency Education EDC 220 ‐ Educational Technology 29 EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525) EED 311 ‐ K‐6 Methods: Health EED 312 ‐ K‐6 Methods: Physical Education EED 336 ‐ Advanced Literacy Methods* EED 341 ‐ K‐6 Methods: Art EED 370 ‐ K‐6 Methods: Social Studies/Thematics EED 380 ‐ Kindergarten Methods* EED 386 ‐ K‐6 Methods: Children’s Literature EED 481, 483, 485 ‐ Student Teaching: Elementary K‐6 EED 488 ‐ TPA and Student Teaching Seminar *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K‐6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college‐level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. The optional pre‐primary endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case‐by‐case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K‐6 elementary license. Required courses include the following: PSY 250 ‐ Child Development SOC 231 ‐ Family Systems: Cross Cultural Perspectives or SPE 490/540 ‐ Parent and Professional Planning (Graduate students take SPE 540.) ECE 345/545 ‐ Foundations of Preprimary Education ECE 346/546 ‐ Learning Environments for Preprimary‐Aged Children ECE 347/547 ‐ Immersion and Teaching Competence ECE 488, 489 ‐ Student Teaching: Preprimary K‐12 and 5‐12 Secondary Education K‐12 and 5‐12 licensures in several content areas are offered through a combination of graduate and undergraduate coursework. K‐12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5‐ 12 prepare teachers to teach at the middle and high school levels. Graduate‐level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. The following content area majors are offered almost entirely on weekends, weekday evenings, and summer: communication arts/literature, history or economics or psychology or sociology (all for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad‐based core of courses in the social studies in addition to 30 a social science major. Education courses for these licenses are also taken during weekends, weekday evenings, and summer. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule. Students can obtain a 9‐12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9‐12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekends and weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/Minnesota American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EDC 490/580 ‐ School and Society ESE 325/525 ‐ Creating Learning Environments ESE 300/500 ‐ Reading and Writing in Content Area* EDC 591 ‐ Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 ‐ Chemical Dependency Education EDC 220 ‐ Educational Technology ESE 3XX ‐ K‐12 or 5‐12 Methods (in the content area)* ESE 481, 483, 485 ‐ Student Teaching: Secondary ESE 488 ‐ TPA and Student Teaching Seminar *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education‐related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K‐12 and 5‐12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case‐by‐case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Special Education Augsburg College offers one licensure option in K–12 Special Education: Academic Behavioral Strategist (ABS). This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate inclusion of special education students into the regular education classroom. Five years after being licensed, teachers must extend their license in one of the above categories through additional coursework. 31 Also available is the Naadamaadiwin Tribal Special Education Cohort—This graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota‐Duluth as a hybrid (partly face‐to‐face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and www.augsburg.edu/mae/tribal‐special‐ education for more information. The ABS licensure program and the Naadamaadiwin Tribal Special Education Cohort program are offered through the weekend and summer schedules. Licensure Requirements Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied toward the master’s degree in education. The following courses for the ABS license are offered at both the undergraduate and graduate levels: EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/Minnesota American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EED 225/524 ‐ Foundations of Literacy EED 325/525 ‐ K‐6 Methods: Literacy* EED 350/550 ‐ K–6 Methods: Math* EED 360/560 ‐ K–6 Methods: Science* SPE 410/510 ‐ Implementing Assessment Strategies* SPE 411/511 ‐ Etiology and Theory of Mild to Moderate Disabilities SPE 415/515 ‐ Theory to Practice* SPE 425/525 ‐ Transition and Community* SPE 430/530 ‐ Instructional and Behavioral Practices* SPE 490/540 ‐ Parent and Professional Planning EDC 591 ‐ Topics To complete the ABS license students will also need to complete certain requirements at the undergraduate level: HPE 115 ‐ Chemical Dependency Education MAT 137 ‐ Mathematics for Elementary Teachers I EDC 220 ‐ Education Technology EDC 330 ‐ Building the Public Good: Public Achievement and Organizing EDC 331 ‐ Practicum in Public Achievement EED 326 ‐ Elementary Reading K‐6 Field Experience* (taken concurrently with EED 325/525) SPE 481,483 ‐ Student Teaching: Elementary Special Education SPE 485, 487 ‐ Student Teaching: Secondary Special Education SPE 488 ‐ TPA and Student Teaching Seminar *Field experience required as part of this course. This program is based on an innovative internship model that allows students employed in special education classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in classrooms serving these populations. Hours must be completed across elementary, middle school, and high school. Specific information on field experience requirements is available from the Education Department. Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face‐to‐face and partially online. Courses are available only to those admitted to the special education tribal cohort program. 32 SPE 501 ‐ Historical and Contemporary Issues in American Indian Education SPE 503 ‐ Assessment of American Indian Learners SPE 504 ‐ Working with American Indian Families and Communities SPE 505 ‐ The Manifestation of Multigenerational Trauma and Internalized Oppression SPE 506 ‐ Indigenous Learners SPE 507 ‐ Indigenous Methods of Instruction: Practical Application SPE 508 ‐ Professional Issues and Development SPE 509 ‐ Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483 ‐ Student Teaching: Elementary Special Education SPE 485, 487 – Student Teaching: Secondary Special Education EDC 591 ‐ Topics K‐12 English as a Second Language (ESL) License The K‐12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K‐12 students for whom English is a second language across a range of subject areas. The K‐12 ESL licensure program is comprised of both undergraduate and graduate courses; up to six of the graduate courses can apply to the completion of the MAE degree. Graduate‐level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre‐requisite to program admissions is two years of high school level or one year of college level language instruction. The K‐12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the weekend semester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to weekend college students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to six also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 ‐ Orientation to Education in an Urban Setting* EDC 206/566 ‐ Diversity/MN American Indians EDC 310/533 ‐ Learning and Development in an Educational Setting* EDC 410/544 ‐ Learners with Special Needs* EED 325/525 ‐ K‐6 Methods: Literacy* ESE 325/525 ‐ Creating Learning Environments* ESL 330/510 ‐ History and Structure of the English Language ESL 340/520 ‐ ESL Literacy* ESL 490/530 ‐ Language, Culture, and Schools ESL 420/540 ‐ ESL Methods* EDC 591 ‐ Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 ‐ Chemical Dependency Education EDC 220 ‐ Educational Technology EED 326 ‐ Elementary Reading K‐6 Field Experience (taken concurrently with EED 325/525) ESL 310 ‐ Second Language Acquisition ESL 320 ‐ Introduction to Linguistics ESL 410 ‐ ESL Testing and Evaluation ESL 481, 483 ‐ Student Teaching: Elementary ESL 485, 487 ‐ Student Teaching: Secondary ESL 488 ‐ TPA and Student Teaching Seminar *This course has a 20 hour field experience attached to it. 33 K‐12 Reading Teacher Endorsement The K‐12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practice in the area of reading instruction and potentially provide leadership within schools and districts in reading instruction. Candidates for this license will complete five classes that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. The K‐12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of face‐to‐face and online instruction. Classes are offered during summer sessions and within the weekend format during the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field experiences at elementary, middle school and high school levels are required; student teaching is not required. Required courses include: EDC 500 ‐ Reading Leadership in the K‐12 Schools EDC 506 ‐ Readership, Literature, and New Literacies EDC 515 ‐ Reading Leadership: Reading Theory and Research* EDC 535 ‐ Reading Leadership: Assessment and Instruction with Elementary Readers* EDC 545 ‐ Reading Leadership: Assessment and Instruction with Middle and High School Readers* *Field experience required Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary, secondary, and K‐12 initial licenses lasts 12‐14 weeks, depending on licensure scope. During that time, students work full‐time as student teachers and are supervised by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two semester credit TPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10‐week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in a special education setting appropriate to the ABS license, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department. Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information. Student teaching is required for the preprimary endorsement and middle school endorsements. See the Education Department for more information. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to seven Augsburg graduate‐level licensure courses fulfilling master’s requirements. Students bringing fewer than seven graduate‐level licensure courses or 21 semester credits into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the required 30‐33 semester credits for the MAE degree. To finish out the master’s degree, students will need to complete one of the following options. 34 Action Research Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long‐term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action research is designed to be completed in two semesters; the project itself is done once the research is presented at an action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration and require payment each term of a campus access fee. Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML elective, EDC/ML 514 Research Methods ‐ Education focus or ML 514 ‐ Research Methods and EDC 585 ‐ Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty advisor. To be successful in this option, students must be self‐directed and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on the type of LAP. There are two options within the LAP.   The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product. The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an advisor who is willing to provide support throughout the project. Students need a research background beyond what is provided within the MAE program to be successful with this option. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Additional terms beyond those in which initial course registration occurs are available through continuing registration and require payment each term of a campus access fee. Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits) This degree completion option focuses on the theme of the MAE degree program ‐ teacher leadership ‐ and requires a minimum of the following four classes: EDC 570 ‐ Teacher Leadership EDC/ML 514 ‐ Research Methods (ML 514 can be substituted if necessary) EDC 594 ‐ Performance Assessment Project One ML leadership‐focused course from this list: ML 510 ‐ Visions of Leadership (when taught with an emphasis on leadership rather than literature) ML 531 ‐ Dynamics of Change ML 535 ‐ Organizational Theory and Leadership ML 540 ‐ Political Leadership: Theory and Practice ML 545 ‐ Decision Making and Leadership ML 565 ‐ Women and Leadership Additional courses may also be used with approval of the MAE Director. Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in this sequence. Students finish their degree through this option with the successful completion of these four classes. 35 Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Elementary education The K‐6 elementary education license allows students to teach in grade K‐6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K‐12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI. All courses for these licenses are available in Rochester. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 ‐ Visions of Leadership: A Historical and Literary Journey ML 511 ‐ Creativity and the Problem‐Solving Process ML 520 ‐ Self‐Identity, Values, and Personal Growth ML 530 ‐ Ethics in Communication ML 531 ‐ The Dynamics of Change ML 545 ‐ Decision Making and Leadership ML 550 ‐ Communication, Decision Making, and Technology ML 560 ‐ Developing a Multicultural Perspective ML 565 ‐ Women and Leadership ML 599 ‐ Topics For a complete list of courses and descriptions, see the Course Description Search. Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs must have:   Bachelor’s degree from a regionally‐accredited four‐year institution Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5‐2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions:     Completed application form ‐ www.augsburg.edu/admissions/mae/admissions $35 non‐refundable application fee Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg Official academic transcripts from all previously attended post‐secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office. 36 Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 ‐ Learning and Development, EDC 220 ‐ Education Technology, and ESE 3XX ‐ K‐12/5‐12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first‐term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department advisor early in the first semester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Prior to beginning the methods courses within a program, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522 ‐ Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license but are not eligible for the degree. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. 37 Minimum Grade Policy Students who fail to maintain a cumulative 3.0 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain appropriate academic and teaching‐based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the license may have the option to finish the degree. Students may be dismissed from the MAE degree program for failure to maintain an appropriate GPA or for gross violation of College policy. Students have the right to use the College’s academic grievance procedure as they feel necessary. The full academic grievance policy is available in the Augsburg Student Guide. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service‐learning framework, providing service to the school and classroom while also providing students opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K‐12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements is available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for three terms are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Full‐time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther‐Northwestern Theological Seminary; PhD, University of Minnesota. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. Gretchen Irvine, Assistant Professor of Education. BS, College of St. Teresa; MS, University of Wisconsin‐River Falls; PhD, University of Minnesota. Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. 38 Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State University. Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. 39 Master of Arts in Leadership MAL Mission The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Organizations seek leaders who possess: an ethically and morally responsible vision; an understanding of how change occurs and how it can be managed; sensitivity to the complex problems of organizations and an ability to find solutions consistent with their mission; cultural competence and sensitivity to the needs of a diverse population; and the ability to inspire and motivate people to work toward a common goal. The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Leadership Development Model The MAL program promotes leadership as a process that: • • • Inspires cooperation among people who must compete for limited resources Promotes productivity within and beyond the organization Works toward progress for the individual and the organization To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Learning Goals and Outcomes The MAL program is designed to support students in developing the knowledge and skills to: • • • • • • Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings Develop a personal understanding and philosophy of leadership Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards Enhance knowledge of self and the capacity to be reflective learners Analyze and navigate increasingly complex changing environments Formulate and articulate a shared vision in order to inspire others to achieve desired goals MAL Courses Each course normally includes two or more liberal arts disciplines, encourages pursuit of the designated outcomes, and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex, and that dealing with it successfully requires well-developed integrative abilities. 40 Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Most courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort Overview Classic Classroom Format For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select courses and a completion option that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Courses are organized as seminars with the opportunity for discussion and dialogue. Some online work is incorporated into this format. Schedule During the academic year, classes usually meet every other Saturday morning or afternoon for four hours. Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. Following this model, students can complete four courses during the academic year and two during the summer sessions. A sample class schedule in the classic classroom format: Period I Period II Period III Saturday Saturday Weekdays 8:30 am to 12 pm 1:15 pm to 4:45 pm 6 pm to 9:30 pm Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. The MAL program also offers summer session courses in seven-week, fourteen-week, or special immersion formats. Curriculum Four core courses: ML 510 - Visions of Leadership: A Historical and Literary Journey ML 514 - Research Methods Two courses related to final project Seven electives, selected from more than 20 offerings* *Students may petition the department to do a thesis in place of two of the elective courses. Final Project Options for the Classic Classroom Format For non-cohort students there are three ways to complete the final project option in the MAL degree (Plans A, B, and C). All final projects are taken on a Pass/No Credit basis. In the Thesis/Leadership Application Project (Thesis/LAP) Option (Plan A), students complete 11 courses, including a thesis or a major leadership application project. In the Non-Thesis Option (Plan B), students must complete 11 courses, 41 two major papers, but no thesis. For the third option, the Comprehensive Exam Seminar (Plan C), students complete 11 courses, including the comprehensive exam seminar. Plan A: Thesis/LAP Option Students who select the thesis/LAP option are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic. This research-based study gives the student an opportunity to “tie together” what has been learned from the study of leadership and course-related activities. The principal distinction between the thesis and the leadership application project lies in their underlying orientation. A thesis has a more theoretical orientation, while a leadership application project is based on a practical issue. Both require similar rigor and preparation. For either alternative, the student must register for ML 592 and 593. For more information regarding the thesis/LAP option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to five years to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. Required Courses: ML 510 - Visions of Leadership: A Historical and Literary Journey ML 514 - Research Methods ML 592 - Thesis/Leadership Applied Project Consultation I ML 593 - Thesis/Leadership Applied Project Consultation II Plan B: Non-Thesis Option One alternative to the thesis is the successful completion of two major papers. The first of these papers will be written in conjunction with ML 580. The second paper will be written while enrolled in ML 597 - Non-Thesis Independent Project. The independent research projects approved each year will be presented in an annual colloquium. For more information regarding the non-thesis option, refer to the Thesis/LAP and Non-Thesis Project Guidelines booklet. Students are given a continuation period of up to five years to complete the project. During the continuation period, a campus access fee of $35 per term is charged. Refer to Augsburg’s continuation policy in the Academic Programs and Policies section. Required Courses: ML 510 - Visions of Leadership: A Historical and Literary Journey ML 514 - Research Methods ML 580 - Colloquium on Contemporary Theories of Leadership ML 597 - Non-Thesis Independent Project Plan C: Comprehensive Exam Seminar The third completion option involves one paper written in conjunction with ML 580 (as in Plan B) and a comprehensive exam seminar (ML 589). This course must be taken as the last course in the program. This course is taken on a Pass/No Credit basis, and when the course and the oral, written, and take-home examinations are successfully completed, the program requirements are satisfied. Required Courses: ML 510 - Visions of Leadership: A Historical and Literary Journey ML 514 - Research Methods ML 580 - Colloquium on Contemporary Theories of Leadership ML 589 - Comprehensive Exam Seminar Elective courses for ALL Classic Classroom options The MAL program requires that seven elective courses be selected from the following course list. All courses are 3 semester credits: 42 ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity, Values, and Personal Growth ML 527 - Spirituality and Leadership in the Workplace ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change ML 538 - Communication Skills for Leadership ML 539 - Communicating a Self in the Modern Organization ML 540 - Political Leadership: Theory and Practice ML 545 - Decision Making and Leadership ML 548 - Coaching and Consulting ML 550 - Communication, Decision Making, and Technology ML 553 - Design and Leadership ML 557 - Language of Leadership ML 560 - Developing a Multicultural Perspective ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 575 - Constructive Conflict Resolution ML 576 - Leading Innovation ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience ML 580 - Colloquium on Contemporary Theories of Leadership (elective for Plan A) ML 598 - Independent Study ML 599 - Topics Overview of Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April (fall and spring semesters) and mid-May through mid-August (two summer terms). Coursework will be online and supported by three on-campus class sessions per term. Curriculum ML 510 - Visions of Leadership: A Historical and Literary Journey ML 512 - Responsible Leadership for the 21st Century (Intensive) ML 514 - Research Methods ML 520 - Self-Identity, Values, and Personal Growth ML 523 - Leading Authentically ML 553 - Design and Leadership ML 563 - Leadership in a Global Society ML 574 - Strategic Leadership ML 580 - Colloquium of Contemporary Theories of Leadership ML 588 - Final Project Seminar: Action Research ML 599 - Topics 43 In addition, a sequenced list of electives is prepared for each cohort. In the cohort program, students complete 11 courses, including an action research final project seminar (Plan D). Final Project for the Integrated Hybrid Cohort Format: Plan D The Integrated Hybrid Cohort format includes a final seminar in which each student prepares an action research project during the course of one term (Plan D). Plan D is comparable to Plan B and requires both ML 514 - Research Methods and ML 580 - Colloquium on Contemporary Theories of Leadership as prerequisites to ML 588 Final Project Seminar: Action Research. ML 588 is taken on a Pass/No Credit basis. Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of five Augsburg MAL courses in leadership. Students pursuing this option take ML 510 - Visions of Leadership and four additional electives. The normal application process is used for students who wish to pursue the certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program catalog supplement for the list of courses each year and to the accounting program coordinator for a detailed academic plan. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: • • • • • • Completed application form Three letters of recommendation (two from professors and one from an employer) Personal statement Example of their writing in an academic paper GPA of at least 3.30 Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Professor Stu Stoller. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership Program Admission Requirements Applicants to the program must have: • Bachelor’s degree from a regionally-accredited, four-year college or university • Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. • Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. • Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. • Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, winter, and spring terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: 44 o o o o o Previous college record Letters of recommendation Experience and organizational background Written statement Interview, if requested Application Checklist The following materials must be submitted to the Office of Admissions: • • • • • Completed application form $35 non-refundable application fee A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Recommendation letter and checklist from an immediate supervisor, assessing leadership potential Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential • Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred • Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for the final projects (ML 588, ML 589, ML 592, ML 593, or ML 597) may be permitted to participate in commencement but will not receive a diploma until all courses and projects are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL Advisory Committee before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program by the MAL Advisory Committee. Students may also be dismissed by the MAL Advisory Committee for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester and one or two courses in summer sessions enables a student to complete the coursework in the program within two years. 45 Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human Resources, TrueStone Financial. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts Consultant, Wells Fargo Bank N.A. Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of Leadership Resources Consulting. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies and Director of the Center for Teaching and Learning. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota. President, Lokkesmoe Consulting, LLC. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. 46 John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, Program Coordinator. BA, University of Minnesota; MA, Augsburg College. 47 Master of Arts in Nursing and Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg College. Our classes are a dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and engaging transcultural encounters that expand their career choices and advance nursing practice. The increasing diversity of our population today challenges all of us to respond to health care needs with creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional collaboration and ways to serve persons in a variety of diverse contexts. The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP curriculum embraces integrative health care and holistic nursing practice to maximize health for individuals and communities. Students design their own scholarly paths defined by their unique gifts, interests, and practice goals. Throughout the DNP program there are a range of opportunities for collaboration across cultures, socio economic strata and care systems. The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in Rochester, MN, where our branch campus is located. Video conferencing and online assignments are used for some of the classes, however, our students and faculty are committed to driving from one site to the other at least once during each semester to be physically present and together. Building relationships is important to us. Program faculty and staff are available at both sites and eager to assist students. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program 48 Master of Arts in Nursing Mission The Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on addressing health inequities. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the health care system and in emerging care settings in communities. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of a practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. Nursing Core Courses: NUR 500 - Transcultural Health Care NUR 500P - Practicum: Transcultural Health Care NUR 541 - Politics of Health NUR 541P - Practicum: Politics of Health Care NUR 505 - Theoretical Foundations for Advanced Nursing Practice NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing NUR 520 - Research Methods in Nursing Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care disparities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership Courses: NUR 501 - Transcultural Care Systems NUR 501P - Practicum: Transcultural Care Systems NUR 521 - Transformational Nursing Leadership NUR 521P - Practicum: Transformational Nursing Leadership NUR 523 - Theory, Practice and Research Seminar NUR 523P - Practicum: Theory, Practice and Research Seminar NUR 525 - Graduate Field Project NUR 525P - Practicum: Graduate Field Project 49 Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development and articulation of a final field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program was designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Courses: NUR 532 - Transcultural Healing Practices and Self Care NUR 532P – Practicum: Transcultural Healing Practices and Self Care NUR 530 - The Power of Ritual and Ceremony for Healing NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing NUR 523 - Theory, Practice and Research Seminar NUR 523P – Practicum: Theory, Practice and Research Seminar NUR 525 - Graduate Field Project NUR 525P - Graduate Field Project Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC) (www.ahncc.org/). Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a final field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Practica are generally semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Some practica are student directed. In all practica, students are encouraged to immerse themselves in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the program is on cultural diversity and health inequities across health care settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Inner City A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural 50 contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala and Mexico. Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia, the Pine Ridge Retreat Center, in Pine Ridge, SD, and a variety of cultural guides and local practitioners throughout England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Decisions about admission to the program will be made by the Graduate Admissions Committee on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September) and spring (January) semesters. Selection of candidates will be made on the basis of an evaluation of the following items: • An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree • A cumulative GPA of 3.0 in all previous college coursework • Experience as a registered nurse • Three letters of recommendation • A current, unencumbered nursing license • All required immunizations • Transcripts from all colleges and universities attended • A Criminal Background check • A college level statistics course within the last 7 years is required for progression in the program, but is not necessary for admission • A written statement describing professional and educational goals The following items must be sent to the Office of Admissions: • • • • Completed application form—www.augsburg.edu/ma_nursing $35 non-refundable application fee A 2-3 page typed statement describing the applicant’s professional and educational goals Three letters of recommendation (in English) addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues) • Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, and required immunizations • Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred An interview with graduate program faculty and/or staff members may be requested. Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0 point scale. See detailed information in the Academic Programs and Policies 51 Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per term. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are scheduled in a hybrid format combining in-class and web-based components to meet the needs of working adults. Most classes meet 6 times per semester for 5 hour periods. Video conferencing is used to connect students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester will travel to Minneapolis one time per term and students from Minneapolis will travel to Rochester one time per term. If weather is inclement, video conferencing is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN. Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Department of Nursing Faculty Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MA, Augsburg College; DNP, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MA, Augsburg College; DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BS, MA, Augsburg College. Ruth Enestvedt, Assistant Professor of Nursing, BA, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BS, Augsburg College; MA, Augsburg College; DNP, Augsburg College. 52 Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire, Durham, NH; Nursing Major, College of St. Teresa, Winona, MN; MA, St. Mary’s College, Minneapolis, MN; MS, University of MN; PhD, University of Colorado. Kaija Freborg Sivongsay, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MA, Augsburg College; DNP, Augsburg College. Lisa Van Getson, Assistant Professor of Nursing, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP; Augsburg College. Staff Sharon Wade, Program Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant 53 Doctor of Nursing Practice – Transcultural Leadership The post-Master’s Doctor of Nursing Practice program prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is placed on maximizing health within populations and communities through peaceful, just and collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN) and Holistic Nursing. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities • Challenge conventional knowledge about illness through an ecological approach to social determinants of health • Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Most students will take courses on a part-time basis as one didactic offering, one practicum, and one seminar each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the capstone project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a capstone project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. Courses are taught in an immersion model two days a month—eight hours of class time the first day and four hours the subsequent morning, followed by an afternoon seminar. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing is used. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows: • 1 semester credit hour = 45 clock hours of practicum time per semester • 2 semester credit hours = 90 clock hours of practicum time per semester • 3 semester credit hours = 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica. 54 Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together progress as a group in the seminars in which they enroll each term. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. As such, students enroll in 6 semester credits during the DNP program - a seminar every term until completion. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP Applicants to the Doctor of Nursing Practice program must have: • • • • • • An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Evidence of up-to-date immunizations Satisfactory results of a certified federal criminal background check Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) • Three professional references • An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate Admissions for more information. 55 Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Department of Nursing Faculty Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, DNP, Augsburg College. Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College. Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP, Winona State University; DNP; Augsburg College. Staff Sharon Wade, Program Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant 56 Doctor of Nursing Practice/Family Nurse Practitioner The post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing foundation, the DNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to: • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. • Challenge conventional knowledge about illness through an ecological approach to social determinants of health. • Lead change through building coalitions with marginalized people that are based on mutuality and common cause. • Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Program Structure The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or full-time basis during the completion of their Masters of Nursing or Doctor of Nursing Practice courses. Full-time study is required during the didactic and clinical courses in the FNP course sequence during the last two years of the program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 57 didactic credit hours and 23 practicum credit hours. Didactic A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. Master level classes (NUR 500 level courses) consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in an immersion model two days a month – eight hours of class time for the first day and four hours the subsequent morning, followed by an afternoon seminar. The FNP courses (final two years of study) are offered on Mondays twice a month for six to eight hours of class time. Web-based assignments are integrated into all classes through Moodle. Summer meeting schedules will be more condensed. Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are condensed into seven to fourteen days. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing is used. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured 57 immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty. In a 15-week semester, practicum hours are computed as follows: • 1 semester credit hour = 45 clock hours of practicum time per semester • 2 semester credit hours = 90 clock hours of practicum time per semester • 3 semester credit hours = 135 clock hours of practicum time per semester To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 practica hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health). As such, all students will register for at least 23 semester credits of practica. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Final DNP/FNP Capstone Project Final DNP/FNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP capstone projects in the early stages of the program and continue throughout. This scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP • A completed application form and payment of application fee ($50 fee waived if apply on-line). • An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice (DNP), from a nationally accredited institution and a nationally accredited nursing program. • A non-refundable check or money order for $950 to be used to hold a place in the DNP/FNP program if accepted. If not accepted the check or money order will be returned. If accepted the $950 will be applied to the orientation practicum. • A minimum of three years active and current clinical practice as a Registered Nurse. • Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. • Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services. All costs related to document translations and evaluations are applicants’ responsibility. • GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous master’s in nursing program or DNP program. • Three professional letters of recommendation. • A 2-page professional essay responding to the following: Explain why transcultural, holistic and integrative health education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of healthcare. • Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) • A current Curriculum Vitae. • Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before enrolling in the Nursing Research course & associated practicum. 58 • • • • Evidence of up to date immunizations per Department/College requirements A valid passport or proof of application submitted. Evidence of HIPAA training within the last 2 years. Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. • Applicants whose first language is not English, must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). • Successful personal interview with Augsburg Nursing Faculty. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current as of June 2013 and are subject to change. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate Admissions for more information. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Department of Nursing Faculty Pauline Abraham, Assistant Professor. BSN, Winona State University; MA, DNP, Augsburg College. Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. Kaija Freborg Sivongsay, Assistant Professor. BSN, University of Wisconsin - Eau Claire; MA, DNP, Augsburg College. Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP, Winona State University; DNP; Augsburg College. 59 Staff Sharon Wade, Program Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant 60 Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and teamwork; while built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Bruce E. Batten, Ph.D. Director, Master of Business Administration Program MBA Mission To prepare students for professional careers in business by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, 61 both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision‐making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Program Requirements The Augsburg MBA requires 39 semester credits for degree completion, consisting of 12 required courses and two elective courses. All Augsburg MBA courses are three semester credits. Each course consists of 28‐32 hours of in‐class instruction and 5 ½ ‐ 9 ½ hours of online instruction through our web‐based electronic course management system. Specialized Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. An Augsburg MBA with a concentration consists of 11 required MBA courses and 3 additional courses that focus on a specific area of interest. Academic Calendar The Augsburg MBA is designed as a year‐round program. Courses are offered during fall and spring semesters as well as a summer session. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual calendars for each cohort, which is provided by the MBA department. The Faculty‐Led International Experience Each year, all current MBA students will be offered the opportunity to participate in a faculty‐led international experience. This trip is taken in conjunction with either of these courses: MBA 565 ‐ Managing in a Global Environment or MBA 595 ‐ Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in‐country, as well as some meals. The Augsburg MBA The 12 required courses of the general Augsburg MBA are as follows: MBA 510 ‐ Applied Managerial Economics MBA 520 ‐ Accounting for Business Managers MBA 530 ‐ Managerial Finance MBA 540 ‐ Business and Professional Ethics MBA 545 ‐ Organization Behavior MBA 550 ‐ Marketing Management MBA 565 ‐ Managing in a Global Environment MBA 570 ‐ Quantitative Decision‐Making for Managers MBA 592 ‐ Leadership: Ethics, Service, and Transformation MBA 595 ‐ Strategic Management MBA 581 ‐ Management Consulting Project I MBA 582 ‐ Management Consulting Project II Two Elective Courses that may selected from a pool of courses in the areas of finance, management, marketing, international business, or health care. 62 Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 15 MBA courses, including the 12 required courses listed above and three required concentration courses. Concentrations may include: finance, management, marketing, international business, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. Availability of concentration courses is dependent on student interest. Finance Concentration MBC 532 - Investment Theory and Portfolio Management MBC 535 - International Finance MBA 599 - Special Topics: Finance Project Management Concentration MBA 596 - Managing Innovation MBA 576 - Project Management MBA 599 - Special Topics: Operations Marketing Concentration MBA 599 - Special Topics: Marketing Research MBA 599 - Special Topics: Strategies in E-Marketing MBC 552 - Marketing Communications International Business Concentration MBA 599 - Special Topics: Strategies in Global Marketing MBA 599 - Special Topics: International Logistics MBA 599 - Special Topics: Feasibility Project Health Care Management Concentration MBC 547 - Human Resource Issues in Health Care MBC 537 - Health Care Financing MBA 593 - Health Care Operations Management Social Entrepreneurship Certificate The Social Entrepreneurship Certificate will expose students to the skills, knowledge, and perspectives necessary to pursue social impact entrepreneurially, effectively, and pragmatically. The program has been designed to serve those students who aspire at some point in their lives to be social entrepreneurs, executives in social-purpose organizations, philanthropists, board members, or leading volunteers in their communities and the social sector. The certificate program will also appeal to students interested in incorporating strategies for social impact into their business and entrepreneurial careers. Students wishing to earn a Graduate Certificate in Social Entrepreneurship will complete five graduate-level courses. Courses include some that focus on the use of business/entrepreneurial skills for social impact in different contexts; others that focus on skills and knowledge from the MBA, Masters in Social Work or Master of Arts in Leadership that are particularly relevant for the effective pursuit of social impact; others that focus on field or industry-specific knowledge; and others that provide opportunities for students to gain practical experience in the social sector. Two Social Entrepreneurship Courses (required): MBA 583 – Social Entrepreneurship I: Execution, Planning and Strategy for Social Innovation-based Ventures MBA 584 - Social Entrepreneurship II: Advanced Topics and Practice in Social Entrepreneurship or MBA 581, 582 - Management Consulting Project I, II MBA 599 - Special Topics: Non-Profit Finance, Funding and Enterprise 63 Two Electives from the following courses: MBA Focus: MBA 592 – Leadership: Ethics, Vision and Transformation MBA 545 – Organizational Behavior MBA 550 – Marketing Management MBA 595 – Strategic Management (or other director approved electives) MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Multicultural Macro Practice (MCMP) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Multicultural Macro Practice (MCMP) coursework required for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 - Applied Managerial Economics MBA 520 - Accounting for Business Managers MBA 530 - Managerial Finance MBA 545 - Organizational Behavior MBA 550 - Marketing Management MBA 560 - Communication Issues in Management MBA 575 - Strategic Technology MBA 595 - Strategic Management MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 - Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year: September, January, and May. Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have: • Bachelor’s degree from a regionally-accredited four-year institution 64 • Minimum of two years of relevant work experience • Personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissions: • • • • • • • Completed application—Apply online at www.augsburg.edu/mba/ $35 application fee Two personal statements Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions Current résumé of work history Two confidential letters of recommendation Official GMAT score report (school code 6014)—not required for certificate applicants or completion of the Individual Learning Profile (ILP) For information about the ILP, contact the Graduate Admission Department. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 18 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg College. All students must complete the Management Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Alternative Option; The Individual Learning Profile (ILP) Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to admittance. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. Eligibility for GMAT Waivers GMAT waivers may be offered to: • Candidates with an appropriate and current GRE score. • Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. 65 • Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) • Medical or dental degree (MD, DDS) • Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. • Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work • Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the US. These will be evaluated by the Admissions Committee. (See grade requirement above) • Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. • Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program:  One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver  Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Office of Admissions)  Current résumé (unless previously submitted to the Office of Admissions)  Any other information that you wish to submit to support your request. Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Office of Admissions or the MBA program office. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar/. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture 66 content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: • Successful completion of all admission conditions • Successful completion of MBA courses (2.5 or above) • No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the completion of the program • Successful completion and submission of the management consulting project (capstone) Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University of Minnesota. George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St.Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor and Chair of the Department of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of Utah. 67 Master of Fine Arts in Creative Writing MFA Mission The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed as a vibrant literary community for writers who wish to deepen and broaden their artistic sensibilities, discover a close-knit cadre of fellow writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the future of creative writing. Program Overview Summer Residencies The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis, offering daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary entrepreneurs. Fall and Spring Semesters Residencies are followed by two off-campus semesters of work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in one Mentorship section and one section of Critical and Creative Reading. Although MFA learning objectives call for demonstrated expertise in at least one genre by graduation, twenty-first century writers compose their work in an environment in which genre has permeable boundaries and lines between genres are often erased. With this in mind, cross-genre work will be encouraged, with students working in a genre other than the declared specialty, usually during the second off-campus semester. Semester Mentorships The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as a writer. Critical and Creative Reading in an Online Classroom This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers, considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online classroom offers an opportunity to continue conversations begun during the residency with members of the MFA community. Genres Genres include Fiction, Creative Nonfiction, Poetry and Screenwriting. Coming in 2014-15 Playwriting as a fifth genre. The program will also launch concentrations in teaching, translation, and publishing in 2014. Concentrations require additional coursework. With the program director’s consent, students may enroll in concentration courses simultaneously with MFA studies. Candidates enrolled in the publishing concentration will be the staff of a new publishing house that will select and publish one book each year. The book prize will be open to submissions nationally. Plan of Study Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota Augsburg’s Low-Residency MFA can be completed in eleven courses (three summer residencies and four off-campus electronic semesters of two courses each). A typical plan of study will work like this: 68 First Year Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course. Spring Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course (generally “out-of-genre” term). Second Year Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester II, electronic classroom including one Mentorship studio and one Creative and Critical Reading (craft based academic paper term). Spring Semester II, electronic classroom including one Mentorship studio (thesis completion term) and one Creative and Critical Reading (lecture/presentation preparation term). Third Year – Residency Only Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating MFA candidates. Graduates give a public lecture/presentation and a reading from thesis work. ten days on the Minneapolis campus, with assignments before and after residency. Coursework ENL 510 - Residency in Creative Writing I ENL 511 - Mentorship I ENL 512 - Critical and Creative Reading I ENL 513 - Mentorship II ENL 514 - Critical and Creative Reading II ENL 520 - Residency in Creative Writing II ENL 521 - Mentorship III ENL 522 - Critical and Creative Reading III ENL 523 - Mentorship IV ENL 524 - Critical and Creative Reading IV ENL 530 - Residency in Creative Writing III For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include • • • • • Completed online application $50 application/reading fee for each genre Two letters of recommendation A personal essay A writing sample: o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script format 69 Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit All Augsburg MFA courses carry four semester credits. To earn the MFA, candidates must complete 44 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or 48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at 3.0 or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. 70 Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at www.augsburg.edu/studentguide/academic‐honest‐policies/ if you have any questions. Affiliation The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals, and Memberships section. Mentor Faculty Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Cass Dalglish, Professor of English. MFA Mentor and Program Director. BA, St. Catherine University; MFA, Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The Union Institute and University. Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative Writing and Native American Literature, The Union Institute and University. Jack El‐Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College. Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas at Austin. Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis, Minnesota State University‐Mankato. Faculty Associates Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota. John Gaterud, Publishing Faculty. BA, University of Northern Colorado; MA, the University of Oregon; PhD, The Union Institute and University. Publisher, Blueroad Press. D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA. Amherst College; MA, PhD, Brown University. Michael Kidd, Associate Professor of Languages and Cross‐Cultural Studies, Translation and Adaptation Faculty. BA, Pomona College; PhD, Cornell University. John Schmit, Professor of English, Academic Writing and Teaching Faculty. B.S., St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Frankie Shackelford, Professor of Languages and Cross‐Cultural Studies, Translation and Adaptation Faculty. BA, Texas Christian University; PhD, University of Texas. Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University of Minnesota. Visiting Writers Christina Lazaridi, Screenwriting Ed Bok Lee, Poetry Sue William Silverman, Creative Nonfiction Ben Percy, Fiction 71 Staff Kathleen Matthews, Administrative Assistant 72 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg College Department of Physician Assistant Studies is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be September 2018. About PA A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. Curriculum The Physician Assistant program at Augsburg is 31 months long with studies beginning each year in the summer semester (early June). The program accepts 30 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the overall 31 month length of the program. Studies begin in early June of each year. The first 18 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. The clinical phase is 13 months in length. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and different practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and two elective rotations by choosing from various specialties. The clinical phase will culminate with a preceptorship in primary care, medical subspecialty or surgical subspecialty. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. 73 The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. PA Program Sample Calendar YEAR 1 Summer PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 531 - Clinical Medicine I PA 521 - Pharmacotherapy I PA 511 - History and Physical Exam Skills I Spring PA532 - Clinical Medicine II PA 522 - Pharmacotherapy II PA 512 - History and Physical Exam Skills II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III Master’s Project course, one of the following*: PA 570 - Interdisciplinary Perspectives on Aging PA 599 - Directed Study ML XXX - International Experience Fall PA 534 - Clinical Medicine IV PA 545 - Clinical Phase Transition PA 542 - Professional Issues PA 6XX - Clinical Rotations 1, 2 Spring PA 6XX - Clinical Rotations 3, 4, 5 Summer PA 6XX - Clinical Rotations 6, 7, 8 YEAR 3 Fall PA 6XX - Clinical Rotation 9 PA 62X – Preceptorship PA 690 - Capstone Course *Other program-approved options may be available For a complete list of courses and descriptions, see the Course Description Search. 74 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30 students. Qualified applicants will have: • Bachelor’s degree (in any major) from a regionally-accredited four-year institution • Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) • Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. • • • • • • One full course of developmental psychology (birth to death lifespan) One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of general statistics One course of medical terminology *Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • Cumulative GPA of 3.2 or higher • Science GPA of 3.2 or higher • Direct patient care is the best type of experience to obtain in order to strengthen an application. Direct patient care experience may be full-time or part-time, paid or volunteer. We recommend at least 750-1000 hours to be competitive in this category. • Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry • Demonstration of a commitment to, and involvement with, underserved communities Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. 75 The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org/. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your degree status. Additional Application Details: • The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. One letter must be from an employer/colleague (a professional reference), one letter must be from a professor or advisor (an academic reference), and one can be from a person of your choice. Be sure that your letter writers are able to tell the committee about you as well as his/her experiences with you and observations about you. • Your Supplemental Application must be received in the PA Program office on or before September 1 in order to be considered. • We use the CASPA “Complete Date” to determine if you have met the application deadline of September 1. The “Complete Date” on your application must be September 1 or prior in order to be considered meeting the deadline. CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.” Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted between November and January. Those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. As telephone interviews are completed, seats in the incoming class are offered. The class of 30 students will be filled between the months of October and January. A list of alternates will be selected in January to fill seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here. Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the basis of race, color, national origin, religion, sex, age or disability. 76 Regarding disabled individuals, the PA department will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet certain minimal technical standards. The physician assistant must have the knowledge and skills to function in a broad variety of clinical situation and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including: visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • Visual o Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides or videos. Candidates must also be able to interpret Xray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKG’s with or without the use of assistive devices. Thus, functional use of vision is necessary. • Oral-Auditory o Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the health care team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. Thus, functional use of hearing and speech is necessary. • Motor o Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium and integrated use of the senses. • Cognitive o In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. • Social o Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will 77 not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. For information on withdrawal, see the Academic Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. For the full readmission policy and reapplication process, please contact the program. Advanced Placement The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. Transfer The Department of PA studies does not accept student transfers from other PA programs. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial/. PA Program Faculty William Patricio Alemán, Adjunct Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of California Davis; MEd, University of Minnesota. Beth Alexander, Associate Professor of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Carrie Gray, Assistant Professor of Physician Assistant Studies. BA, Central College; MPAS, University of Iowa. Holly Levine, Instructor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS, University of Colorado; PhD, Capella University; PA Certification, University of Colorado. Patricia Marincic, Associate Professor and Academic Coordinator, Physician Assistant Studies. BS, Purdue University; MS, Colorado State University; PhD, Utah State University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. Brenda Talarico, Assistant Professor and Clinical Coordinator of Physician Assistant Studies. BS, University of Minnesota; MPAS, University of Nebraska; PA Certification, Augsburg College. Trent Whitcomb, Assistant Professor of Physician Assistant Studies. BS, Mankato State University; MS and PA Certification, Finch University. 78 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission is to develop social work professionals for advanced practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • • • • • • • • Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College section of this catalog. 79 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Advanced standing students are enrolled in a 16 month program. The part-time option is not generally available for advanced standing students. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar/. Class Periods Classes meet in 3.5 hour blocks on Friday evenings, 6 to 9:30 pm; Saturday mornings, 8:30 am to 12 pm; and Saturday afternoons, 1:15 to 4:45 pm. Each class meets for 8 sessions in a given semester and for 4 sessions in a summer term (May-June), with the expectation that students engage in hybrid learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing 80 students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the time of application. You will also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social workers must actively seek equality and justice for clients within agencies, institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice. Similar to the MCCP concentration, it is important to address macro level social work practice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development, Policy and Administration) responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. Portfolio or Summative Evaluation Project • Portfolio Project (MCCP students) 81 o The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e. designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. • Summative Evaluation Project (MCMP students) o All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree Requirements To be conferred the MSW degree, students must achieve the following: • • • • Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students • Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) • Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis SWK 506 - Practice Methods and Skills 2: Groups and Families* 82 SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies SWK 536 - Human Behavior and the Macro Social Environment* SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: MCCP (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1: MCCP SWK 628 - MCCP with Individuals SWK 629 - MCCP with Families SPRING SWK 611 - Integrative Field Seminar 4: MCCP (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2: MCCP SWK 630 - MCCP Policy Practice SWK 631 - MCCP with Groups SUMMER 1 SWK 634 - MCCP Supervision SWK 639 - MCCP Elective SWK 640 - MCCP Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: MCMP (taken concurrent with second practicum) SWK 657 - Diversity and Inequality 1: MCMP SWK 660 - Research 2: Program Evaluation SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: MCMP (taken concurrent with second practicum) SWK 658 - Diversity and Inequality 2: MCMP SWK 668 - Organizations/Social Administrative Practice 2 SWK 670 – Multicultural Macro Practice Policy SUMMER SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 – Multicultural Macro Practice Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. 83 SWK 699 General Elective Students in both concentrations complete at least one general elective course. The following are examples of elective offerings that rotate each year: • • • • • • Parent and Professional Planning Interdisciplinary Perspectives on Aging Cognitive Behavioral Therapy in Social Work Clinical Practice Spirituality and Social Work Practice Empowerment of Services Users in Mental Health Children’s Mental Health We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong) Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • • • • • • • Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice or Multicultural Macro Practice settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: • Foundation Practicum o The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. • Concentration Practicum o The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the University of Minnesota School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. 84 In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved clinical and community practice field sites includes agencies in the following areas of practice: • • • • • • • • • • • • • • • • • • • • • • • • • Family and children Child welfare Mental health Crisis intervention Senior resources Family social policy Health and human services Corrections and probation Public and independent schools Youth services Hospitals Developmental disabilities American Indian family services Chronic and persistent mental illness Chemical dependency Court services Immigrant, migrant, refugee services Victims of torture Faith-based social services Neighborhood services Legislation advocacy Housing services Employment services Community organizing Research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in Theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in Theology, we recommend you begin the Luther Seminary program first and identify yourself as seeking the dual degree. For application information to Luther Seminary, visit their website at www.luthersem.edu/admissions/. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways 85 • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty • To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the SWK 699 general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • • • • 9 courses at Luther Seminary All required MSW courses at Augsburg College MSW field practica credit hours (see guidelines under field practicum) MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. 86 Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum • Foundation or advanced standing coursework • Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience • The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. • Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002 For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements • Bachelor’s degree from a regionally-accredited college or university • Cumulative undergraduate GPA of 3.0 or higher • Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101. • Completed application form • $35 application fee • One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. • Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. • Completed BSW course equivalency checklist (for advanced standing applicants) • Three recommendation checklist forms, with letters attached, submitted online • Typed personal statement responding to the questions noted on the application form • Results of the TOEFL language tests, if applicable • Official international credit evaluation course-by-course review (for degrees completed outside of the United States) 87 Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 23 credits at Augsburg in order to receive their MSW degree from Augsburg College. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Academic Policies Academic Achievement Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • • • • Maintain expected grade point average (3.0 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. 88 Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook. Program Costs In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term electives abroad. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: • • • • • • • • • • • www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnssa.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.studentaid.ed.gov Examples of Social Work Graduate Scholarships • Carl A. Scott Book Scholarship o Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) • Gosnell Scholarship Funds o Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). • Vern Lyons Scholarship o One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). • American Board of Examiners in Clinical Social Work o Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). • MSSA Diversity Educational Scholarship o One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). • Marjorie J. Carpenter Scholarship o One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). 89 Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500. • • • • • • • Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per semester. This would apply to all semesters of your MSW program. Contact the Enrollment Center for more information. Augsburg Partnership Grant The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department • Encourage constructive dialogue among students, faculty, and department and College administrators • Make recommendations to the department regarding program improvements • Receive and give feedback on expectations of faculty, students, and the College • Plan and coordinate MSW student events, lectures, discussions • Organize social action projects MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW Loyola University; PhD, Loyola University. 90 Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Bibiana Koh, Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Nancy Rodenborg, Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. MSW Staff Doran Edwards, BSW Program Assistant Director Erika McCreedy, Administrative Assistant Courtney Zaato, Field Assistant 91 Augsburg College Board of Regents For more details, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ‘65 Ann B. Ashton-Piper Jennifer P. Carlson, J.D. Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Anthony L. Genia, Jr., ’85, M.D. Alexander J. Gonzalez ‘90 Michael R. Good ‘71 Norman R. Hagfors Jodi L. Harpstead, Chair Rev. Rolf Jacobson, Ph.D. Eric J. Jolly, Ph.D. Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. André J. Lewis ’73, Ph.D. Jennifer H. Martin, Ph.D. Marie O. McNeff, Ed.D. Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D. Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Bishop Peter R. Rogness, ex-officio Curtis A. Sampson Gary A. Tangwall ’80 Rev. David L. Tiede, Ph.D. Bishop Harold Usgaard, ex-officio Rev. Norman W. Wahl ’76, D.Min. Bonnie Wallace Steven J. Wehrenberg ‘78 Rev. Mark N. Wilhelm, Ph.D., ex-officio 92
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Title: Augsburg College Undergraduate Catalog, 2014-2015
Collection: Course Catalogs
Search Result: 2014-2015 Undergraduate Catalog Augsburg College Undergraduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and studen...
Show more 2014-2015 Undergraduate Catalog Augsburg College Undergraduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2014 - summer semester 2015. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2014 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, Ph.D. President 2 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended campuses for Augsburg students. Minneapolis-based Day Program Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). This five-college consortium allows Day Program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Minneapolis-based Adult Undergraduate Program Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two years. Augsburg also offers several additional majors that are available through evening, in-class courses, such as American Indian studies, computer science, English/creative writing, and others in the Day Program. Rochester-based Adult Undergraduate Program In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis undergraduate program. As with the adult undergraduate program in Minneapolis, Rochester class are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. 3 History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway— Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 140 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity 4 for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester campus was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: • • • An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor. Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to www.augsburg.edu/grad. Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, MN. Day Program Augsburg’s Day Program (DAY) provides an educational opportunity for students who want to earn a bachelor’s degree in a traditional weekday format. Adult Undergraduate Programs Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one of the largest programs of its type among Minnesota private colleges. In Fall 2014, the WEC program will begin a three year transition into the Adult Undergraduate Program (AU). Current students may continue in the WEC program until spring semester 2017. New students will begin joining the AU program in Fall 2014. Program Transition Timeline WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term, the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out of class coursework. Adult Undergraduate Schedule The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the semester are labeled “Maroon,” and “Silver”. Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of 6 the major program may be scheduled on Monday or Wednesday weeknights. AU students may take from one to four courses each semester. Minneapolis Campus For a complete list of degree completion programs offered in the AU Program visit www.augsburg.edu/academic/majors. Rochester Campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening courses. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. Campus Location Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Green and Hiawatha light rail lines and the Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. 7 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. The center occupies the house located at 628 21st Avenue. Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen 8 Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg College is accredited by: • • • • • The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • American Chemical Society Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music Augsburg College is an institutional member of: • • • • • • • • • • • • • • American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Campus Compact Council of Independent Colleges (CIC) Lutheran Education Council in North America (LECNA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 10 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Assistant Athletic Director Kelly Anderson Diercks 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Director and Chief Human Resources Officer Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to 11 school officials who have legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • • • • • • • • • • • • • • The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. 12 Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative works, to disseminate them to the public, and to perform and display them publicly. This excludes all proprietary information. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 13 Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 am and 4:30 pm—612-330-1001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday, and most Saturday mornings during the school year. The Admissions Office is located on the lower level of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures First-year Day Program Students: • • • • • • • • • • • • • Application for Admission Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org. Transcripts An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores First-year applicants are required to submit results from a college entrance examination, unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations One letter of academic recommendation is required for all students. A letter may be submitted by a teacher, counselor, or pastor (spiritual leader). Essay First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by Augsburg faculty/staff/students. Additional Information If there is additional information that may have affected the applicant’s previous academic performance, it may be included as a personal statement with the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision 14 • • • Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Day Program Transfers and Adult Undergraduate (AU) Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who are applying to the AU program should have attempted a minimum of 30 semester credit hours, including courses in foundation areas (writing, etc.) • • • • • • • • • • Application for Admission Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/acfl/apply or www.commonapp.org. Transcripts Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Recommendations One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or pastor (spiritual leader). Additional Information If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Application for Readmission Day students who have not registered for courses at Augsburg College for one semester or more, and AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of the term. The Student Standing Committee must review any applications from students who left on probation or who were dismissed from the College. 15 Special Students (Non-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Students may request a change in their degree status by contacting the Registrar’s Office. Students regularly enrolled at another college may take coursework at Augsburg College as a special student (nondegree). To apply for admission as a special student, submit the completed application, academic intent, and all necessary official transcripts to the Admissions Office. Contact the Admissions Office regarding which official transcripts you may need for your application file. Special Students (Second Degree) Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Student Admissions International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the Student Life section.) International students should contact International Student and Scholar Services for an international student application and financial requirements. All applicants must provide proof of financial solvency. For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact International Student and Scholar Services at: Campus Box 307 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international coursework compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 16 Financing Your Education College Costs The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Day Program Tuition and Fees Tuition (full-time enrollment): Students are considered full-time when they take 12-18 credits during the semester. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Tuition (part-time enrollment): This rate applies to students taking fewer than 12 credits in a semester. Fees (full-time enrollment): The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full Time Cost – Fall and Spring 2014-2015 Semester Year • • • $16,883.00 $332.25 $1,055 per credit $33,766.00 $664.50 $4,220 per 4 credits Tuition –Full-Time (12-18 credits per term) Fees – (12-18 credits per term) Overload Fee –(over 18 credits) Full-Time vs. Half-Time Undergraduate students will need to be enrolled in 6 credits to be considered half-time and 12-18 credits to be considered full-time. This is an important distinction for accessing financial aid. Part Time Cost – Fall and Spring 2014-2015 • • • • • • • Tuition –Part-Time(less than 12 credits) Fees – (less than 12 credits) Other Costs Lifetime Activity Fee Audit Fee(taking a class for no credit) Music Lesson Fees ½ Hour Lesson 1 Hour Lesson $1,055 per credit $182.25 per term $4,220 per 4 credits $220.00 per course $1,000.00 per course $400.00 $800.00 Deposits Enrollment Deposit (non-refundable): $150 Required of all new Day students after acceptance. If the student attends Augsburg College, the deposit is considered initial payment toward their first-term tuition and fees. Should the student not attend, the enrollment deposit may be forfeited. Room and Board Costs: Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/academic-year-rate. Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/aviands-meal-plans. 17 Adult Undergraduate (AU), Weekend/Evening College (WEC), and Rochester (ROCH) Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/weekendevening-undergraduate. Tuition: Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees: The standard semester fees are the Student Activity Fee and the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. • • • • • • Adult Undergraduate Weekend/Evening Activity Fee Campus Greening Fee Rochester Undergraduate Rochester Activity Fee $457.50 per credit $457.50 per credit $20.00 per term $5.00 per term $394.75 per credit $35 per term $1,830.00 per 4.0 credits $1,830.00 per 4.0 credits $1,579 per 4.0 credits Payments Semester Charges Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). 18 Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships and transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need any additional information about any of these programs. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans • • Federal Perkins Student Loan o A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o • o PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found www.augsburg.edu/studentfinancial. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. • Federal College Work Study Program and Minnesota State Work Study Program o Under these programs the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Satisfactory Academic Progress Policy Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. 19 The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress 1) Minimum GPA requirements • • Undergraduate Students o Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record. Graduate Students o Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record. 2) Minimum Credits Completed Undergraduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. Graduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 2.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. 3) Maximum Time Frame Undergraduate Students To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits. A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to notify the Student Financial Services Office in order to continue to receive financial aid. Graduate Students To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program. Requirements to Meet Satisfactory Academic Progress Standards 1) Cumulative GPA Undergraduate Students Students who are not meeting the GPA SAP standard will need to follow the Academic Probation standards set forth by Augsburg College Registrar’s Office. The student must maintain a minimum 2.0 cumulative GPA or higher. Graduate Students Students who are not meeting the GPA SAP standard must maintain a minimum 2.5 cumulative GPA or higher. 20 2) Minimum Credits Attempted Undergraduate and Graduate students earning less than 67% credits attempted must be enrolled at least half-time, must earn all attempted credits, cannot withdraw from any of the courses, and must achieve a minimum grade of 2.0 or better in each course. 3) Maximum Time Frame Undergraduate and Graduate students must complete and attain their degree within the 150% of the length of the program. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the office of Student Financial Services will evaluate and monitor the students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Probation. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. A student on Financial Aid Warning must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Warning will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students currently on Financial Aid Warning who do not meet the standards at the end of the term will be placed on Financial Aid Probation. Students can continue to be placed on Financial Aid Warning for periods longer than one term on a case by case basis and/or as determined by the Student Financial Services Office. Financial Aid Probation A student who fails to meet either the minimum GPA requirement or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Probation. A student on Financial Aid Probation is ineligible to receive any form of financial aid. A student on Financial Aid Probation may submit an appeal to reinstate their financial aid, and if the appeal is approved, the student must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Probation will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students can continue to be placed on Financial Aid Probation for periods longer than one term on a case by case basis and/or determined by the Student Financial Services Office. Financial Aid will be suspended when a student placed on Financial Aid Probation does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. 21 Financial Policies Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student account charges are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Policy Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “w” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. 22 Financial Aid-Return of Aid Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. See the dates below. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdrawal or fully withdraw from courses if the student received. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Policy Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit Refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the Credit Refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Policy Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; be planful for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Student’s accounts will be billed for only what was spent on their bookstore account before credit refunds are issued. If your bookstore charges creates a balance on your account you need to make payments in accordance with your statement. Bookstore purchases charged to a student’s account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party: If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Service’s office along with your invoice request. Additional Funds: If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. 23 Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: • • • • The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. Residence Life Program Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, 24 classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items by May 1: • • • Enrollment deposit Housing deposit Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Housing Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves Everyone), Hip Hop House, Environmental Neighborhood, and Honors. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. 25 Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include salads, cold and hot sandwiches, a pasta bar, pastries, and beverages. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. 26 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily worship, Wednesday Night Holy Communion, bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, and interfaith initiatives are examples of the wide varieties of activities on campus. At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a college of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality and shaping community. The college pastors and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support or information. Student Government The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of five program areas: 1. Campus Activities CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg and surrounding community. 2. Lesbian, Bisexual, Gay, Transgender, Questioning, Intersex and Asexual (LBGTQIA) Services LBGTQIA Services works to improve the campus environment for all students, staff, faculty, and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as by fostering a community that honors and affirms the wholeness of all identities. 3. Student and Group Leadership Development Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development. 27 4. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg College. 5. Student Groups CAO manages student groups on campus and provides them access to many benefits, including but not limited to: organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences, advising, funding and grants, and much more. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student group office area and houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Lockers are also available in this area for student group use. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals. Sabo Center for Citizenship and Learning Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. 28 Examples of community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring programs, and literacy centers. Campus Kitchen Project and Community Garden The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: • Food to Share Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students in need can also find free food at our food shelf on campus, the Campus Cupboard. Food to Grow o • On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100 garden plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. Food to Buy o • Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become members of and get a large box of produce each week. Food to Know o • o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and weekly on campus. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Bonner Leader Program In November 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program, students develop deep community relationships and engage in long-term policy advocacy throughout their four years at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and experience in community and leadership work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours over the course of the academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing 29 program, community health outreach, and tutoring in afterschool programs and more. Beyond their work-study, students participate in civic engagement efforts on campus. Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the College’s culture of community and civic engagement. 30 Student Resources/Academic and Support Services Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 27,000 e-journals, 18,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, http://inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their college years. We help students and alumni: • Assess their values, interests, personality, strengths, and skills • Explore meaningful work options and majors that align with these elements • Link academic majors with career paths • Consider the role that vocation plays in their lives 31 • • • • • Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships • Internships for Academic Credit • An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-credit internships • Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and evaluates the reflection process. Work Connections (Available to WEC and AU students only) o o o Work Connections is a non-credit option available to WEC/AU students who are currently working full or parttime. The Work Connections option allows WEC/AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. WEC/AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. The Director or Internship Coordinator of Career and Internship Services supervises and evaluates the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units: 32 The Deidre Middleton Office of Academic Advising Academic Advising orients new Day and Adult Undergraduate (AU) students to the academic policies and procedures of the College and assists students with initial course selection. This office continues to serve students throughout their tenure at Augsburg by interpreting core curriculum requirements, administering entry-level skills assessments, interpreting graduation requirements, providing degree-planning materials, and answering questions on student academic progress. Academic Advising functions as a supplement to Augsburg’s faculty advising system and supports the work of professional staff advisors across campus. All incoming students are assigned a faculty and staff advisor. Prior to the end of their sophomore year, when they have completed 48 or more semester credits, students are required to declare a major and select a faculty advisor from their chosen major. Majors and minors are declared online through AugNet Records and Registration. Students select a faculty advisor from their major area of study using the Change of Major/New Advisor Form. All students are required to meet with their assigned faculty advisor(s) each term prior to registration. Both day and Adult Undergraduate (AU) students are encouraged to meet with their faculty advisor(s) as often as is necessary. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become self-directed learners. Comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: • Tutoring/Supplemental Instruction Services • ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. Conditional Admit Program (CAP) o Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Probation Advising o • Students placed, continued, or returned to academic probation are required to meet with an approved academic advocate. A registration hold is placed on the student's record, which will prevent registration, until the student completes the probation requirements. Students who do not fulfill the necessary requirements of their probationary status will be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Augsburg Advantage at St. Kate’s (AASK) o • o o Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program--a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific courses and supportive programming. The program provides participants with the opportunity to complete similar coursework that first-year students complete at Augsburg on an even smaller campus with more faculty support. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion of the first year (student must complete a minimum of 28 semester credits), students are guaranteed sophomore status and will have fulfilled many of the first-year Augsburg requirements. 33 o o To complete the program in order to “transition”, students are required to:  Complete all required courses (30 semester credits) including Foundations of Fitness (at Augsburg) with a minimum 3.0 GPA and no course grade below 2.0 or P.  Satisfactory completion of all Critical Competencies at St. Kate’s  Attend all seminars and transition events at Augsburg and St. Kate’s  Complete transition application and recommendation process with advisor at St. Kate’s by March 15.  Complete the Summer Transition Program (one course and all programming) in the second summer semester at Augsburg after completing the first year at St Kate’s. A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s University, may be an option for students who are unable to transition after their first year in the AASK program. Students should contact SCU and Augsburg advisors if interested in this option. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • • • • • Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Assistance with academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of these opportunities and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and 34 earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program advisor to address academic success issues through: • • • • • • • • • • • • • • Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) Career and personal skills development, with referrals to appropriate resources Academic success workshops, group academic skill development Graduate and professional school information and application assistance Social and cultural activities and student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising Need-based endowed scholarships for junior and senior students actively participating in TRIO/SSS. Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information, an application, or to make an appointment with a TRIO/SSS advisor, contact TRIO/SSS program staff at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-baccalaureate Achievement Program (McNair Scholars), a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year. Students must be enrolled full-time at Augsburg College and are admitted during their sophomore or junior year. Admissions is competitive and student must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program, the student must be a permanent resident or U.S. citizen; qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting their work at a professional conference. Students will also participate in: • • • • • • Graduate program exploration and application assistance Social and cultural activities to enrich participants’ academic lives and perspectives Conference travel and professional presentation of participants’ original research Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the GRE, as well as McNair-designated fellowships Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs Academic workshops and the McNair 301 course— Research in the Disciplines 35 • • Opportunities to sharpen writing, library, technology, and oral presentation skills A motivated, diverse, and supportive learning community Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research • Summer Research Program URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend. Academic year research o • o $1,000 to pursue scholarship with a faculty mentor Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: • • • • • • • • • • • Fulbright US Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($5,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for: • • • Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) Off-campus summer research experiences for undergraduates (US and abroad) GRE test Affordable, On-Campus Prep Courses Other Initiatives • • Fund student travel to national academic conferences to present research findings Mayo Innovation Scholars Program Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property Zyzzogeton o • • o Annual on-campus festival showcasing undergraduate research and creative activity Courtland Agre Annual Summer Research Symposium for students in STEM disciplines (in conjunction with Nobel laureate, chemist, and Augsburg alumnus Peter Agre, and St. Olaf College) 36 Bernhard Christensen Center for Vocation Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. When Exploring Our Gifts ended in summer 2010, the College created a permanent center—the Bernhard Christensen Center for Vocation—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier initiatives and carries on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit www.augsburg.edu/ccv/. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values: recovery based on spirituality, 12-step mutual support groups, and other proven pathways to healthy recovery; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community-building activities. Students have access to academic skills specialists and other support services on campus. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Ethnic Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: • • • • • Assisting students with the admission process and financial aid application Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni 37 • • Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Latin American Student Services The Latin American Student Services program offers students individualized attention in many areas, including academic support, counseling, and advocacy. Students from Day, Adult Undergraduate, and Graduate programs find assistance in financial aid procedures, scholarships, academic planning, career counseling, internships and employment referrals. The program advises and supports the Augsburg Latin American Student organization (ALAS) and the Spanish Conversation Group with extra-curricular or cultural activities that improve the academic development of all students; advocating to foster leadership and success when students are dealing with identity or uncertainties. These and other efforts help the campus community with awareness of the unique aspects of the Latino culture and for students to find an institutional connection and belonging. The Latin American Student Services program assists with recruitment and retention, maintains strong collaborative efforts with on campus programs and collaborates with high schools and non-profits in the metro area. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: 38 • • • • • • • • • A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Graduation, where the recipients of the LGBTQIA Student Leadership Award and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/lgbtqia. Anne Pederson Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for Counseling and Health Promotion (CCHP) CCHP provides personal counseling in a confidential and supportive place for students to discuss personal life challenges with professional mental health counselors. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. 39 Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CCHP also offers health promotion activities and events that increase awareness of health issues and assists students in adapting new behaviors for a healthier lifestyle, such as weekly yoga classes, mindfulness events and an annual health fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Counseling and Health Promotion for more information on student health insurance plans. Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cchp. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. Examples of ISSS responsibilities include: • • • • • • • • Recruiting international student applicants and guiding them through application and visa processing procedures Managing international student recruitment partnerships Marketing Augsburg College to the international community Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester 40 • Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 41 Special Academic Programs Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Robert Groven, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. A regularly scheduled bus shuttles students between the campuses. AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and MetroUrban Studies sections of the departmental pages of this catalog.) McNally Smith College of Music Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors. There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. 42 Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith. Air Force ROTC Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information contact the University of St. Thomas at www.stthomas.edu/afrotc Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota.html. Augsburg Abroad Augsburg Abroad is the front door for students and faculty interested in education abroad, which includes study, internships, service-learning, research, student teaching, and field study abroad. Services provided through the Augsburg Abroad office: • • • • • Study abroad program selection advising Financial and academic advising for study abroad Registration and billing for study abroad Pre-departure and re-entry support Faculty-led, short-term program coordination About half of Augsburg undergraduate students study abroad at least once before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, do student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in Tanzania, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries. Programs vary in length from one week to a year abroad. In addition to the Augsburg Study Abroad programs (Augsburg faculty-led short-term, Center for Global Education, International Partners and Exchange, and HECUA programs), students can choose from affiliated program providers. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on Augsburg Abroad-approved study abroad programs. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Lifetime Activity, Honors, and internship requirements. This is determined prior to departure when students fill out the required Course Approval Form that is signed by faculty advisor(s), and appropriate staff and faculty approving courses. Semester and Summer Programs • • • • Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students remain enrolled at Augsburg while abroad. Students must take a full load of credits while abroad on semester programs. Students must take courses graded A-F while abroad. Grades received on affiliated and non-Augsburg programs are reported as transfer credit on the transcript, and thus are not figured into the GPA. 43 • A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg. Faculty-led Short-term Programs Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Augsburg Abroad Office. Any courses removed by the student without Augsburg Abroad permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. Eligibility Following are Augsburg College’s requirements for study abroad: • • • • • Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with Augsburg Abroad. Sophomore, junior, or senior standing by the time you study abroad. First-year students on a case-by-case basis may be allowed to study at Augsburg’s Center for Global Education-Mexico site during their second term. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before they may study off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to study abroad may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. No outstanding balances on student account Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is important. Application Process In order to study abroad students should follow the P-A-C-K steps: Profile: Create an online profile by clicking “Get Started” on the Augsburg Abroad website at www.augsburg.edu/augsburgabroad. Advising: Attend an advising meeting—check Augsburg Abroad website for times and location Choose: Choose from more than 300 Augsburg and affiliate programs in more than 90 countries. An advanced online search tool helps students find programs based on location, academic needs, and personal interests. Applying online is easy—click "Apply Now" and follow the simple steps. Key Dates: Keep track of application deadlines. Application Deadlines September 30 - Spring semester study abroad and winter-break faculty-led programs November 1 - Spring-break faculty-led programs January 31 - Summer Session faculty-led programs March 1 - Fall semester and non-faculty-led summer study abroad programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for study abroad to be sure to do appropriate research and meet all deadlines. Study Abroad and Disabilities Augsburg Abroad and the CLASS office work closely with students with disabilities to make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for requesting accommodations abroad within a reasonable time frame prior to departure, ideally as early as program selection. Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to 44 university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Costs and Financial Aid The cost of semester study abroad is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and study abroad fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for study abroad. Students will always pay a minimum of Augsburg tuition when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their study abroad program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to study abroad multiple times on Augsburg programs (see below in Study Abroad Program section). However, institutionally-funded aid may be used only once toward study abroad costs on an affiliate program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students are required to notify Augsburg Abroad immediately if they choose not to continue with their study abroad experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the study abroad fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and refund policies of Augsburg Abroad and their program provider. Augsburg Study Abroad Programs Augsburg Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks. Program offerings change annually. Scholarships are available for some programs. The Center for Global Education The mission of the Center for Global Education at Augsburg College is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. The center’s study programs are conducted in Central America, Cuba, Mexico and Namibia. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families. In the Mexico and Namibia programs, students travel together on two-week seminars—from Mexico to Central America, and from Namibia to South Africa. The cost of these programs is equivalent to full tuition, room, and board for one semester on campus, plus airfare. Scholarships are available for Augsburg students. Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the 45 interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Students may meet several Core Curriculum requirements while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish and Women’s Studies. Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. Credit is available in History, Religion, Political Science, Environmental Studies and Interdisciplinary Studies. Internships are also available in several disciplines. Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, Nicaragua)—Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America as well as study approaches toward social and economic development. Course credit may be earned in Spanish, Religion, History, Women’s studies, and Political Science. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curricular requirements for the Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. Language and Culture in Mexico (Mexico)—Summer This community-based program includes multiple guest speakers, excursions to historical, cultural, and archeological sites, and group discussions designed to help you learn about the diverse cultures and current issues of Mexico. Weekend excursions include trips to Mexico City, Taxco, Puebla, and the Teotihuacan pyramids. Two seven-week sessions focus on Spanish language and Mexican culture in which students can take two courses per session, plus a non-credit Latin Dance course. Students may choose to participate in just one or both summer sessions for a total of eight or sixteen credits. It is possible to fulfill the language requirement by taking two intensive Spanish courses in one seven-week session. 46 International Exchange Partner Programs The Office of International Programs offers a broad range of semester and academic year exchange programs in China, Finland, Germany, Hong Kong, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English. Travel scholarships are available for these programs. For further information on these programs and scholarships contact Augsburg Abroad. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the International Programs and Metro-Urban Studies sections of the departmental pages of this catalog. Community Internships in Latin America (Ecuador)—Fall and Spring This interdisciplinary program, based in Quito, Ecuador, enables the student to combine intense involvement in a community-based organization with study of the community development process. A home-stay and a hands-on internship develop Spanish and other skills. The program addresses globalization, the environment, oil politics, and other local and international issues. New Zealand Culture and the Environment: A Shared Future—Fall Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Northern Ireland: Democracy and Social Change—Fall and Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. The New Norway: Globalization, National Identity and the Politics of Belonging—Fall A quarter of Oslo’s residents are not ethnic Norwegians. Students investigate changing Northern Europe using Norway’s welfare state and Scandinavian national identity as case studies. Coursework and an internship provide unique perspectives on how the Norwegian social democracy and Scandinavian welfare states are working to address the challenges posed by immigration and cultural and ethnic diversity. Students choose an independent study project or Norwegian language courses. Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring This semester-length program delves into the root causes of increasing levels of poverty and inequality in the United States. To understand these issues, the program focuses on the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. This program is based in the Twin Cities. Art for Social Change: Intersections of Art, Identity and Advocacy—Spring An interdisciplinary study of the role of art and the artist in working for social justice, and an exploration of the relationship between art, culture, and identity. Students meet local artists, activists, private and public arts funders, and politicians, and engage in a thorough examination of the role of art in advocating for social change. Environmental Sustainability: Science, Public Policy, and Community Action—Fall 47 This semester program addresses key processes of ecosystem degradation and rehabilitation, the social and economic underpinnings of conflict over environmental change, and public policy and community-based strategies to achieve sustainability. It uses social, economic, and environmental sustainability to address themes like the links between rural and urban concerns and the way local decisions relate to regional and global trends. Students gain first-hand experience learning from community organizers, government planners, and business leaders who are rising to the challenges of creating a more sustainable world. This program is based in the Twin Cities. Agriculture and Justice: Building a Sustainable Food System—Spring "You are what you eat." What we eat shapes the physical and moral landscapes of our lives, from the health of our bodies to the health of our communities. What is the path from seed to restaurant? How do labor and land policies determine which seeds are grown where, and by whom? Who benefits from our current system? Who is harmed? This program of two linked semester courses uses interdisciplinary and field-based methods to dig deep into the food system, exploring the roots of land ownership and labor practices in the U.S., unpacking economics and policies, and providing a place for each student to explore his or her own role in creating a sustainable future. This program is based in the Twin Cities. Making Media, Making Change: Digital Technologies, Storytelling, and Activism—Spring This program combines psychology, art, and media studies to deepen your critical understanding of how media and digital technologies both limit and organize struggles for social justice. You will leave with program with video production skills as well as a stronger vision of how you can use these skills to catalyze meaningful change in your community. This program is based in the Twin Cities. Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement —Summer This Civil Rights program explores that era’s struggles as well as current movements for equality, and dares to ask controversial questions about racial justice in America today. The program is based in Jackson, Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs). Writing for Social Change: The Personal, the political and the Power of the Written Word—Fall Writing for Social Change prepares students to be better readers, writers, and actors in our society by looking at the role of literature and literary production in creating social transformation. As one theme of the program, students focus on “voice” and the idea of claiming voice as a means of empowerment, while they simultaneously develop writing craft and critical reading skills. The program offers a balance of creative writing workshops (in fiction, poetry, and creative nonfiction) and critical reading/reflection sessions. This program is based in the Twin Cities. Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Canadian Program The Canadian program was inaugurated in 1985 with endowment from the Mildred Joel bequest for Canadian studies. The program supports special events and conferences as well as student internships and faculty activity in Canadian studies. The goals of the program include community involvement, increased awareness of the importance of Canadian/US relations, and provision of opportunities to learn directly from Canadians through visits and exchanges. 48 Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit, and all registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Specific registration dates and deadlines for each semester are listed in the Academic Calendar at www.augsburg.edu/registrar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form: • • • • • • THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Student Teaching (Education Department approval required) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits per semester. Students in the AU/WEC/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 18 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 18 semester credits. This includes combining the credit load from both the DAY and WEC programs. Auditing classes over the 18 semester credit limit will also incur a tuition charge.) Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit and Academic Petition. Internship Registration Registration of internships for credit consists of the following steps: • • You must register the internship for the academic term that coincides with the internship experience. Obtain the Internship Registration Form from the Registrar’s Office webpage and complete the steps to obtain the required signatures. 49 Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Site Supervisor Agreement form: Submit a completed form with the internship supervisor signature to the Strommen Center o Submit a copy of job/internship description approved by the internship site supervisor to the Strommen Center o Internship Coordinator or Director of Career and Internship Services Signature: Requires attendance at an Internship Orientation session offered by the Strommen Center OR an individual meeting with the Internship Coordinator in the Strommen Center to review important college-wide internship information and ensure all required documents have been submitted. Complete a Learning Agreement Plan (available electronically on the Strommen Center webpage) and receive approval of the learning goals from the faculty supervisor responsible for grading the experience. The online form is sent to the Strommen Center and copies are sent to the faculty supervisor and student. A complete step-by-step guide on requirements for internships for credit is available on the Strommen Career and Internship Services webpage. o • • Independent/Directed Study Registration To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form with signatures of the faculty member responsible for the grade and the chair of the appropriate department Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar at www.augsburg.edu/registrar. Crossover Registration Policy (This policy is approved for the 2014-2015 academic year and is subject to review for the 2015-2016 academic year.) Undergraduate students are enrolled in a home program (DAY, AU, or WEC) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below by program. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Are permitted to crossover into WEC courses. - Pay the overload fee for any credits over 18 in their combined DAY/WEC load each semester. AU Program Student - Are permitted to crossover into DAY courses. WEC Program Students - Are permitted to register for DAY and AU courses as soon as their registration windows are open and do not have to wait until Crossover Registration begins. Registration in Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (DAY/AU/ROCH/WEC). Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via AugNet Records and Registration. 50 Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit grading system. The following is an explanation of undergraduate grades: Grade 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 FN P N V W I X Letter Equivalent A A-/B+ B B-/C+ C C-/D+ D DF F Explanation Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Unacceptable performance (no credit for the course) Represents work at 2.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Pass/No Credit Grades Students who choose the P/N option are cautioned: • • • • • In order to receive a grade of P, a student must meet the basic standards of the course and/or achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin honors, students may elect P/N grading for no more than eight semester credits. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published in the Academic Calendar each semester. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form by the end of the semester with the Registrar’s Office. This form states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by 51 the instructor and filing of a grade before the final day of the following academic semester. If the work is not completed by the specified date of the following academic semester, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time Day students will be charged an audit fee if their total credit load is over 18 credits. The charge to audit a course is $1,000 for parttime Day/AU/ROCH/WEC students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned. Assessment of Student Learning The faculty at Augsburg College are actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting Dr. Amy Gort, Dean of Arts and Sciences. Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of semester credits completed. Classification Freshmen Sophomores Completed Semester Credits 0 – 27.99 28 – 59.99 52 Juniors Seniors 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect the following term. Changes are limited to once each academic year. A Change of Program form must be submitted before the term begins. Readmission To apply for readmission after withdrawing from the College, students must submit an Application for Readmission. • • • • • The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. All financial holds must be cleared before a student can be approved for readmission. If the student was academically dismissed, withdrew while on academic probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic records. If necessary, students should instead submit a Withdrawal from College form. A Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal from College is the last Friday prior to finals week. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is submitted to the Registrar’s Office. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is also available on the Registrar’s Office webpage. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. Leave of Absence (DAY Program Students) Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students who withdraw from all courses while their courses are in progress. Term Off (AU/WEC/ROCH Program Students) Students in the AU/WEC/ ROCH Programs may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. 53 Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s and/or the Office of Academic Affairs as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee is a standing committee of the College that reviews requests to waive fees, reduce tuition costs, or other alterations in contractual agreements. Representatives from the Enrollment Center, Financial Aid, Residence Life, Registrar and Student Affairs serve on the committee. Petitions for tuition refunds must be submitted within 6 months of the student dropping the course or withdrawing from the class. Petition Process Step 1: Forms may be found on the Registrar’s Office webpage. Step 2: Fill out the Academic/Financial Petition completely. Requests will not be reviewed unless all documentation is submitted with the petition. Step 3: Return the completed petition as directed. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in Computational Philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on an individual basis. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of semester credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. 54 Students should consult with their faculty advisors and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 300). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 300), and will waive one of two Lifetime Fitness requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Courses with C– grades or below will not be accepted as prerequisites or for application to majors. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: • • • • Complete REL 300 Bible, Christian Theology, and Vocation instead of REL 100 and Search for Meaning II Waiver of Augsburg Seminar requirement Waiver of Engaging Minneapolis Waiver of one Lifetime Fitness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to apply for graduation at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff, department chairs, and the Registrar’s Office staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. 55 Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Credit granting guidelines are available on the Registrar’s Office webpage. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: • • • • There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to 56 the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: • • • • • There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Information Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits. o Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than eight semester credits with P grades toward a major and no more than four semester credits with a P grade toward a minor. 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certificate programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that 57 are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA (plus successful completion of the Summa Oral Examination) 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted). For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s Office webpage. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. A student will be placed on probation and considered for continuation or dismissal if: • • • • His/her cumulative GPA is below 2.00 He/she is a first-year student who receives two 0.0 or No Pass grades He/she is a sophomore, junior, or senior who receives three 0.0 or No Pass grades At the end of the first term, he/she has not fulfilled the requirements established through the Conditional Admit Program (see the Academic Skills Office Conditional Admit Program CAP section). For more information on probation requirements, go to the Academic Skills Office website. Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss. 58 Students on probation who voluntarily Withdraw from College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to the student’s commitment to academic success. A student will be removed from probation if: • • His/her cumulative GPA reaches 2.00; or He/ she was placed on probation because of unfulfilled Conditional Admit Requirements and he/she subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 calendar days of notification. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at www.augsburg.edu/studentguide. Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways: • • Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans of Military Service Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans’ education benefits can be found at www.benefits.va.gov/gibill. 59 The Augsburg Curriculum Augsburg College is dedicated to educating students intellectually, physically, and spiritually. To act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Fitness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Overview The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements, known as the Augsburg Core Curriculum, include signature courses and experiences, a liberal arts foundation, and skills development. Entry Level Placement Tests Math, Writing, English, and language placement for Augsburg language courses Core Skills Effective Writing Modern Language Lifetime Fitness The Augsburg Core Curriculum The Augsburg First Year • • • Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum • Christian Vocation and the Search for Meaning I and II The Liberal Arts Foundation • • • • Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Augsburg Experience Senior Keystone Electives Majors Graduation Skills • • Critical Thinking Quantitative Reasoning 60 • • Speaking Writing Entry Level Placement Tests Prior to first-year registration, students will complete entry level skills assessments in: • • • • Mathematics Writing Foreign Language Placement (French, German, or Spanish) and, if applicable, English Language Learning First-year students who begin at Augsburg in the fall of 2013 or later, who require developmental/entry-level courses, must complete these courses by the end of their fourth term. Transfer students who begin at Augsburg in the fall of 2013 or later must complete all required developmental/entry-level courses by the end of their third term. The developmental courses subject to this policy are: • • • • ENL 101 ENL 111 / HON 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Entry-Level Mathematics All students will have their math placement group (MPG) determined. In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. Students are required to take the Math Placement Exam before registering for the first term. Practice questions and other information are available from Academic Advising. Students may retake the Math Placement Exam once during their first term of enrollment. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Exam. Students in Math Placement Group (MPG) 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Entry-Level Writing A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students who have transferred an equivalent English composition course from another college or Advanced Placement English Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other students must take the Writing Placement Test, which is administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111/112/HON 111). Modern Language Assessment Students who have not previously studied a modern language must complete a two-course language sequence. A minimum grade of 2.0 or P is required for each course to satisfy the requirement. 61 For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the Core Skill requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this Core Skill area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Lifetime Fitness Two lifetime fitness courses are required. HPE 001 - Foundations of Fitness is required of all students. The second course may be chosen from a variety of different HPE 002 - Lifetime Activity courses. Students may test out of the activity 62 course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Fitness and Lifetime Activity courses are noncredit courses and are not included in the 128 credit graduation requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: • • • Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of Christian faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: • • • The Augsburg Signature Curriculum The Liberal Arts Foundation The Graduation Skills Requirements The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by: • • • Encountering the community Engaging the learning process Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the AugSem experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, or servicelearning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. 63 The Augsburg Signature Curriculum Christian Vocation and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to this identity and the College’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), Women’s Studies. Note: The signature Search for Meaning (REL 100, 200, or 300) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another upper-division REL course to fulfill the Search for Meaning II requirement, it may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater Arts. One fine arts LAF requirement can be met by participating in one of the following: • • • Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Augsburg Experience All students must complete at least one approved Augsburg Experience as a requirement for graduation. Augsburg Experiences highlight the College’s commitment to experiential education and active participation in the broader community, both locally and globally. Five categories of approved experiential learning opportunities are recognized as Augsburg Experiences: internships and applied work experiences (including fieldwork, practicums, and student 64 teaching), faculty-student research, service-learning/community service, study abroad, and off-campus immersion experiences. An Augsburg Experience integrates experiential and academic learning and link on-campus learning to the goals, mission, needs, or ideas of off-campus people, organizations, and/or communities, either through community partners, professional activities, and/or travel. Augsburg Experiences may be embedded in designated courses that are part of the regular class schedule or may be completed for zero credit outside the regular class schedule. The length of time required, credit/no-credit status, and grading options for approved Augsburg Experiences vary. Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education— vocation and the search for meaning in a diverse and challenging world. Students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Most Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, and writing skills are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. Courses in which foundational quantitative reasoning skills are taught have a QF designation. Courses that contain an embedded project in which students apply and practice those foundational skills have a QA designation. Courses that provide both foundational skills and an application project have a QFA designation. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning QF and QFA courses. Departments may designate one required course with a QF designation and one required course with a QA designation (departments may also designate a list of QF or QA courses from which students can choose); OR, departments may designate a QFA course that fulfills the Quantitative Reasoning skill (departments may also designate a list of QFA courses from which students can choose); OR, departments may list this skill as embedded. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: 65 • • • • • • • • • • • • Biology Biopsychology Chemistry Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Modern Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: • • • • • • • • Biology Biopsychology Chemistry Mathematical Economics Mathematics Music Therapy Nursing Physics 66 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty advisors. Majors and Areas of Emphasis Accounting American Indian Studies Art Art History Studio Art Studio Art (Graphic Design) Biology (BA or BS) Life Sciences (BA) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Studies Computer Science (BA or BS) Computational Economics (BA) Computational Philosophy (BA) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (teacher licensure major) Mathematical Economics (BS) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (BA or BS- licensure) K-12 English as a Second Language Special Education: Academic Behavioral Strategist Secondary (non-major, licensure only) Engineering 2 English Communication Arts/Literature (teacher licensure major) Creative Writing Literature, Language, and Theory* Environmental Studies Exercise Science (BA or BS) Film Finance Health Education (BA or BS) History International Business International Relations International Business Concentration Languages and Cross-Cultural Studies 1 Cross-Cultural Studies French German Norwegian Spanish Management Management Information Systems Business Analytics Information Systems Marketing Mathematics (BA or BS) Medieval Studies Metro-Urban Studies Music Music (BA) Music Business (BA) Music Education (BM) Music Performance (BM) Music Therapy (BS) 67 Nordic Area Studies Nursing (BS-Evening program offered through AU only) Philosophy Computational Philosophy Physical Education (BA or BS) Physics (BA or BS) Biophysics (BS) Space Physics (BS) Political Science Political Science/Economics (teacher licensure major) Pre-Law Public Policy and Political Change Psychology Psychology and Law Religion Clinical Psychology Social Psychology Youth and Family Ministry Social Work (BS) Sociology Student-Designed Major Theater Arts Design/Technical Directing/Dramaturgy/Playwriting Performance Women’s Studies Global Women’s and Gender Studies Sexuality Studies Minors Marketing Mathematics Medieval Studies Metro-Urban Studies Music Music Business Nordic Area Studies Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theater Arts Design/Technical Film/Performance Musical Theater Performance Theater History and Criticism Dramaturgy Women’s Studies Global Women’s and Gender Studies Sexuality Studies Accounting American Indian Studies* Art Architecture Art History Studio Art Biology Business Administration Chemistry Communication Studies Computer Science Economics English Literature, Language, and Theory Writing Creative Writing Media Writing Environmental Studies Film Health Education History International Business International Relations Languages and Cross-Cultural Studies French German Norwegian Spanish Leadership Studies Management Information Systems 1 Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 68 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes: • A statement of learning goals and objectives • A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Strommen Career and Internship Center for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled. • A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course. • Submit the completed proposal and supporting documentation to the Office of Academic Affairs. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. 69 Other Study Programs Teaching Licensure Several teaching licensure programs are offered at Augsburg. Licensure is available in kindergarten-elementary or K-6 license. A middle school endorsement is available in one of the following: mathematics, science, communication arts/literature, social studies. A preprimary endorsement (3- to 5-year-olds) is also available. Licensure is also available in the following middle school/high school fields: 5-8 general science, life sciences, chemistry, communication arts/literature, health, mathematics, physics, and social studies. This license prepares people to teach in grades 5-12. Students seeking licensure in one of these areas obtain an appropriate subject area major and complete secondary licensure coursework. Specialist licenses are available in art (K-12), vocal music and instrumental music (K-12), and physical education (K-12). The licenses prepare people to teach in grades K-12. Students seeking licensure in one of these areas also obtain the appropriate subject-area major and complete the secondary licensure coursework. (See Department of Education and subject area departments for more information.) A K-12 special education major or license in Special Education: Academic Behavioral Strategist (ABS) is available. A K-12 major and license in English as a Second Language (ESL) is also available. These two majors and licenses are offered only through Weekend and Evening College. Students seeking elementary licensure, special education licensure, and ESL licensure have Education Department advisors. Students seeking 5-12 and K-12 licensure have advisors in their subject area major and in the Education Department. It is important that students work closely with their advisors throughout their programs. Certificate Programs Augsburg offers undergraduate certificates through the Departments of Art and Business Administration (see departmental pages for requirements). Certificates are available to non-degree-seeking students or students who are completing a degree from a different academic department. A student may declare degree-seeking status after earning a certificate. Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs: • Pre-Dentistry • These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENL 111, 220; BIO 151, 152, 253, 369; CHM 115, 116, 351, 352; MAT 114 or 163 or 248; PHY 121, 122; PSY 105. Requirements at other universities may vary. Pre-Engineering • o See Engineering departmental page. Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score. Pre-Medicine o • 70 Majors in chemistry and biology are not required in order to apply to medical schools, but many students with an interest in the health sciences choose to major in these fields. The competitive candidate typically has substantially more training than the minimal course requirements. At this time, most medical schools list prerequisite courses which are the equivalent of CHM 115, 116, 351, 352; BIO 151, 152, 253; MAT 145, 146 and PHY 121, 122. Many also require the equivalent of BIO 369 and MAT 163 or 248. Students should take care to examine closely the requirements of each program to which they intend to apply. o The Medical College Admission Test (MCAT) is scheduled to be substantially altered in 2015. A new section in social and behavioral sciences will be added and greater emphasis placed on advanced topics in biology. Students planning to enter medical school in the fall of 2016 or later should work closely with health profession advisors to learn how the exam will differ from the current format and what prerequisite coursework will be required by medical schools at that time. Pre-Occupational Therapy, Pre-Physician Assistant, and Pre-Physical Therapy o • Coursework in preparation for these programs should be discussed with a faculty member in the Department of Biology. Pre-Pharmacy o • Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary. Pre-Seminary o • A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. Pre-Veterinary Medicine o • o To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, the following courses are required: ENL 111, 220; MAT 114 or 145; BIO 151, 152, 253, 355, 369, 476; CHM 115, 116, 351, 352; PHY 121, 122. Additional liberal arts courses are required. Requirements at other universities may vary. 71 Academic Organization and Departments As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees: • • • Bachelor of Arts Bachelor of Music Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student receives an advisor. In this close interaction, faculty act as both mentors and models for students. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 198 – Internship/On-campus 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 399 - Internship/Off-campus (4 credits) A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a 72 faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation requirement.) Directed and Independent Studies 299 - Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 - Independent Study/Research An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Calendar All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16 weeks. In Augsburg’s Day Program full-time students normally take 16 credits per semester. The Day Program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities (ACTC), so that students can take a course on another campus during fall or spring semester. Adult Undergraduate (AU) classes typically meet on the same night of the week, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of the major program may be scheduled on Monday or Wednesday weeknights. Students may take up to 18 credits per semester. Weekend and Evening College (WEC) classes typically meet on alternate weekends. Some classes may meet weekly on weekday evenings. There are seven to eight face to face class sessions supplemented by online instruction each semester, and classes meet on weekends for 3.5 to 4 hours. Students may take up to 18 credits per semester. Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may take up to 18 credits per semester. Courses and majors offered through AU/ROCH/WEC are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Class Schedule In general, courses are offered in both fall and spring semesters unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when specific courses are offered. Credits Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. 73 Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course if they do not earn a satisfactory grade in the prerequisite for that course. Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities American Indian Studies, Art, Communication Studies, English, History, Languages and Cross-Cultural Studies, Music, Philosophy, Religion, Theater Arts, Women’s Studies, College librarians. Natural and Social Sciences Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology. Professional Studies Business Administration, Education, Health and Physical Education, Nursing, Social Work. Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 74 American Indian Studies American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. Faculty Eric Buffalohead (Chair), Elise Marubbio, Richard Gresczyk, Jim Rock, Dale Weston, Vinodh Kutty Degree and Major Requirements American Indian Studies Major Nine courses including: AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indians ENL 255 - American Indian Literature or AIS 264 - American Indians in the Cinema HIS 236 - American Indian History REL 370 - American Indian Spirituality and Philosophical Thought In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200 or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 75 Art Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity grow from the diversity of ideas of a small campus in the heart of a major metropolitan area. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase the work of students and professional artists. Small class sizes and an innovative faculty support creative curriculum in disciplines like drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. Galleries and museums surround us; art club, studio visits, and guest artists provide art in real time; service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and we graduate 25-30 majors annually with Bachelor of Arts degrees in art history, studio art, and art education; we also offer an architecture minor and certificates in studio art and digital design. For nearly half a century, students have been earning degrees in art and art history at Augsburg College. We’re excited to be here in the center of the city. We think you will be, too. Art Faculty Tara Sweeney (Chair), robert k. tom, Kristin M. Anderson, Susan Boecher, Chris Houltberg, Degree and Major Requirements Note: All studio courses require significant work hours outside of class sessions. Some studio courses have lab fees. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 - Design ART 107 - Drawing One course in two-dimensional art from: ART 118 - Painting I ART 223 - Print Making I ART 225 - Graphic Design I ART 257 - Watercolor Painting I One course in three-dimensional art from: ART 221 - Sculpture I ART 250 - Ceramics I ART 280 - Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 - Art History Survey Two additional art history courses ART 305 - Junior Exhibition and Faculty Review ART 405 - Senior Exhibition and Faculty Review Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show with a faculty review, and the annual senior group exhibition. Studio Art major with emphasis in Graphic Design Majors are required to complete one of the following two foundation courses: ART100: Topics: Introduction to Graphic Design or ART102: Design ART107: Drawing 76 One course in two-dimensional art from: ART 118 - Painting I ART 223 - Print Making I ART 225 - Graphic Design I ART 257 - Watercolor Painting I One course in three-dimensional art from: ART 221 - Sculpture I ART 250 - Ceramics I ART 280 - Hand Papermaking and Book Arts I A two course sequence in graphic design, chosen from: ART 225 - Graphic Design I and ART 330 – Graphic Design II or ART 215 - Web Design I and ART 315 – Web Design II Three additional graphic design electives, chosen from the following: ART 215 - Web Design I ART 224 - Publication Design ART 225 - Graphic Design I ART 280 - Hand Papermaking and Book Arts I ART 315 - Web Design II ART 320 - Typography ART 330 - Graphic Design II ART 333 - Digital Photography ART 340 - Digital Imaging ART 399 - Internship, design-related ART 499 - Independent Study, design-related ART 240 and two additional art history electives ART 305 - Junior Exhibition and Faculty Review ART 405 - Senior Exhibition and Faculty Review Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show with a faculty review, and the annual senior group exhibition. Please note that ART 225 cannot count as both a twodimensional elective and a graphic design emphasis elective. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Choose from ART 102, 225, or upper division art history courses (ART 349, 352, 382, 385, 386, 387, 388, 389). W: Choose two of the following courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389. QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. 77 Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 - Art History Survey ART 388 - Modern Art Six other art or architectural history courses Two studio courses: ART 102 - Design or ART 107 - Drawing ART 118 - Painting I or ART 221 - Sculpture I Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division art history courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR: PHY 119, MAT 145, MAT 146, GST 200, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Art Department-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including ART 107 - Drawing ART 240 – Art History Survey Three additional studio courses. Architecture Minor Five courses including: ART 105 - Introduction to Architectural Drawing ART 210 - Drawing for Design in Architecture ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. 78 Certificate in Graphic Design Eight art courses including: ART 102 - Design Four in digital design: ART 215 - Web Design I ART 225 - Graphic Design I ART 320 - Typography ART 340 - Digital Imaging One art history Two studio electives. For a complete list of courses and descriptions, see the Course Description Search. 79 Biology We are in the midst of a revolution in biology. From the unraveling of information locked within the human and other genomes to the complexities of interactions between organisms in diverse ecosystems in changing environments, biologists and members of the public are grappling with an almost overwhelming flood of new information. By focusing on the core principles of biology, students are given the tools with which to interpret results coming out of the revolution, and by early exposure to original independent research projects, given the opportunity to themselves contribute to our understanding of the natural world. Integration across biological sub-disciplines is emphasized, paralleling the integration taking place in the maturing field of systems biology. As biological phenomena become amenable to the analytical tools of chemistry, physics, mathematics, and computer science, biology is increasingly a multidisciplinary venture. Thus, a firm background in these sciences is also important for the successful study of biology. Biological forces have many profound effects on society, and in turn humanity has strongly affected our biosphere. Thus, service-learning opportunities are tightly integrated within the curriculum. Augsburg has a strong commitment to undergraduate research. There are a variety of opportunities in the Biology Department to work with faculty on individual research projects both during the academic year as well as during the summer. Students at Augsburg also participate in research programs at other institutions. For many, an undergraduate major in Biology serves as a springboard for further study. Augsburg graduates have gone on to graduate studies in the life sciences, leading to careers in college or university teaching, basic and applied research, and public health. Many have entered professional programs in medicine, veterinary medicine, and dentistry. Other graduates have gone directly into secondary education, biomedical and biotechnology industries, laboratory research, natural resources, and environmental education. Biology Faculty Jennifer Bankers-Fulbright (Chair), Dale Pederson Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or Bachelor of Arts in life sciences. Bachelor of Arts in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics BIO 361 - Plant Biology or BIO 481 - Ecology MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 248 - Biostatistics or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar 80 or another keystone with departmental approval Four electives from the following: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics Bachelor of Science in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics BIO 361 - Plant Biology or BIO 481 - Ecology CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II PHY 121 - General Physics I PHY 122 - General Physics II MAT 145 - Calculus I MAT 146 - Calculus II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Four electives from the following: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology 81 PHY 317 - Biophysics General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics BIO 361 - Plant Biology or BIO 481 - Ecology MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 248 - Biostatistics or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Two science courses from the following: PHY 101 - Astronomy SCI 106 - Introductory Meteorology An introductory geology course Three electives from the following: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. 82 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg College). Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully complete one of the following: 1. Summer or academic-year research internship followed by successful completion of BIO 297, BIO 399, BIO 497, BIO 499 or HON 499 with a biology mentor. 2. Research project proposals should be submitted to the department for approval by Sept. 30 of the senior year or Feb. 28 in the case of students planning to graduate in the following December. Projects must include public presentation and a written report approved by the department. Participation and completion of the Mayo Innovation Scholars Program (including presentation) 3. Scoring above the national 90th percentile on the ETS Major Field Test in Biology. Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg College. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. Students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. Supporting course requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of 2.0 or higher to satisfy either major or prerequisite requirements. A grade of 2.0 or higher is required in BIO 253 and BIO 255 in order to fulfill major requirements and to fulfill the prerequisite requirement of several upper division biology electives. A grade of 2.0 or higher must be earned in all upper division biology courses applied toward meeting the requirements of a major. All biology courses applied toward the major must be traditionally graded. A GPA of 2.5 in biology courses is required for the life science major. *Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology during their final year of the program. The requirement will be transcripted as BIO 489 and students will be required to have earned a P in P/N grading in order to fulfill one of the major options. The only requirement for earning a ‘P’ is completion of the exam, either online or on paper. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Dixie Shafer, Dale Pederson, and Kelsey RichardsonBlackwell. 83 Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or independent study. Careful consultation with a biology advisor is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Career and Internship Center in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 84 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen Courses: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution and Diversity BIO 253 - Introductory Cellular Biology BIO 475 - Neurobiology PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 - Biopsychology Two Psychology electives from the following: PSY 299 - Directed Study (Research in Biopsychology) or PSY 360 - Psychology Laboratory (two semesters) PSY 354 - Cognitive Psychology PSY 391 - Individual Differences PSY 410 - Clinical Neuropsychology PSY 491 - Advanced Research Seminar PSYC 322 - Sensation and Perception (St. Thomas) PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) PSYC 378 - Psychology of Language (Macalester) PYSC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: BIO 255 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cell and Molecular Biology BIO 473 - Animal Physiology BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) BIOL 356 - Cellular and Molecular Neuroscience (Macalester) PHY 317 - Biophysics Keystone (one required): BIO 490 - Biology Keystone PSY 400 - Keystone Internship 85 SCI 490 - Integrated Science Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. Other Requirements An average grade of 2.0, with no grade below a 1.0 is required for BIO 151 and 152. A grade of 2.0 or above is required for all courses (200 level and above) applied to the major. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 86 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Jeanne Boeh (Chair, Fall 14), Stu Stoller (Chair, Spring), John C. Cerrito, David A. Conrad, George F. Dierberger, Marc D. Isaacson, Amin E. Kader, Steven J. LaFave, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Magdalena M. PalecznyZapp, Milo A. Schield, Kathryn A. Schwalbe, Peter J. Stark General Requirements Majors The Department of Business Administration offers seven majors: Business Administration, Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined Business and Economics major, which incorporates courses from both the Departments of Business Administration and Economics. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. The Department of Business Administration offers six minors: Business Administration (for nonbusiness majors only), International Business, Music Business, Accounting, Management Information Systems, and Marketing. Certificate Programs Certificate programs in the Department of Business Administration are designed to meet the needs of working people looking for specific skills to help them in their job, or to pursue a new career. The department offers certificates in Management and Finance through the AU program, and are only available to non-degree-seeking students. Certificate requirements are listed in Management and Finance sections of the catalog. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area. Suitable intervening work experience will also be considered. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The business administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the department chair. Students need to apply to the department and start the process during their junior year. 87 Internships Students are strongly encouraged to work with the Strommen Career and Internship Center and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on International Partners under International Programs in this catalog, or consult the departmental coordinator and/or the department administrator for international business courses or other overseas opportunities. P/N Grades Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits with a P grade toward a minor. Please refer to the P/N and graduation requirements section of this catalog for specific details regarding P/N grades. For a complete list of courses and descriptions, see the Course Description Search. 88 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. Within this area, there is one specialization available to Day students called Music Business and another option available to both day and AU students called the Combined Business and Economics major. These two areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Degree and Major Requirements Business Core Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Specialization in Music Business (Day students only) Business Core* plus eight courses: MUS 105 - The Music Business MUS 245 - Arts Management and Concert Promotion MUS/BUS 399 - Internship ECO 112 - Principles of Macroeconomics One additional music business elective (4.0 credits taken at Augsburg or MSCM) 12 semester credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg) selected from: MUS 101 - Materials of Music I MUS 102 - Materials of Music II MUS 111 - Aural Skills I MUS 112 - Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 - Worlds of Music MUS 241 - History of Jazz (other MUS courses as approved by advisor) *Music Business majors may substitute BUS 254 in place of BUS 242 or 200. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or MIS 379 or COM 352 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 89 Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics or FIN 331 - Financial Management One other upper division BUS, ACC, FIN, MIS, or MKT course ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One other upper division ECO course Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: ECO 112 or 113 (QF) and either MIS 379 or ECO 318 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration (open to non-business majors only) Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics or MIS 264 - Statistical Literacy for Managers or FIN 331 - Financial Management ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the department chair. Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music Department for requirements. 90 For a complete list of courses and descriptions, see the Course Description Search. 91 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx State of Minnesota CPA exam requirements: http://www.revisor.mn.gov/rules CMA exam: http://www.imanet.org/cma_certification.aspx Degree and Major Requirements Accounting Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Accounting Courses Nine courses including: ECO 112 - Principles of Macroeconomics BUS 301 - Business Law MIS 379 - Quantitative Methods for Business and Economics ACC 322 - Accounting Theory and Practice I ACC 323 - Accounting Theory and Practice II ACC 324 - Managerial Cost Accounting ACC 326 - Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting 92 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on the evening schedule. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Requirements: 1. Students must apply for admission to the MAL program at the end of their junior year. The application process includes submission of a completed application form, three letters of recommendation (two from professors and one from an employer), a personal statement, an example of writing in an academic paper, a GPA of at least 3.30, and an interview with a three-person panel from the MAL program. 2. Students must also have faculty endorsement from the Accounting program. 3. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting This minor is recommended for majors in MIS and Finance. Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Accounting Theory and Practice I ACC 323 - Accounting Theory and Practice II ACC 324 - Managerial Cost Accounting One of the following: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MIS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 93 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Finance Courses Eight courses including: ECO 112 - Principles of Macroeconomics BUS 301 - Business Law MIS 379 - Quantitative Methods for Business and Economics ACC 322 - Accounting Theory and Practice I FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance ECO 315 - Money and Banking Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. 94 Business Finance Certificate Program The Business Finance Certificate provides students with the knowledge needed to pursue positions in the banking or brokerage industry, provides basic background for Series 6, 7, 63 examinations, and will partially meet requirements for the Level I CFA examination. It is designed for students who want to supplement a previously obtained Bachelor’s degree or who are looking to enhance skills in their current job or to pursue a new career. The Business Finance Certificate is available to non-degree-seeking students and is available through the AU program. The certificate consists of six courses: ECO 112, ACC 221, FIN 331, 433, 438, and ECO 315. Students are required to be in Math Placement Group 3. They must also have a background in computer skills (especially spreadsheets), or take MIS 260 before admission to the certificate program. Students must achieve a minimum 2.0 grade point average in all Business Finance Certificate courses. For a complete list of courses and descriptions, see the Course Description Search. 95 International Business The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required International Business Courses Six courses including: MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics BUS 362 - International Business BUS 465 - International Management ECO 112 - Principles of Macroeconomics MKT 466 - International Marketing One additional upper division course in either international business or international economics. Options include: ECO 360 - International Economics ECO 370 - International Economic Development FIN 460 - International Finance Students must also complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. 96 Minor in International Business Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: BUS 362 - International Business BUS 465 - International Management ECO 360 - International Economics ECO 370 - International Economic Development FIN 460 - International Finance MKT 466 - International Marketing Students should consult the area coordinator concerning acceptable alternatives in international economics. For a complete list of courses and descriptions, see the Course Description Search. 97 Management The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MKT 252 - Principles of Marketing MIS 260 - Problem Solving for Business Required Management Courses Six courses including: ECO 112 - Principles of Macroeconomics MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management MIS 376 - Project Management or ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Business Management Certificate Program The Business Management Certificate Program is designed for students who want to add to a current degree, update previously learned skills, change or explore a new career, or increase their value in the job market. It is available to nondegree-seeking students through the AU program. The certificate consists of five courses: 98 BUS 242 - Principles of Management BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management One of the following: BUS 254 - Entrepreneurship ECO 318 - Management Science MIS 376 - Project Management For a complete list of courses and descriptions, see the Course Description Search. 99 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required MIS Courses Two courses including: MIS 270 - Data Management for Business MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics Students choose one of the following tracks: Information Systems Track (16 credits): CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming or CSC 240 - Introduction to Networking and Communications MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects Business Analytics Track (12 credits): MIS 375 - E-Commerce MIS 376 - Project Management MIS 479 - Business Analytics Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in MIS Six courses including: 100 ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from: MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management or ECO 318 - Management Science For a complete list of courses and descriptions, see the Course Description Search. 101 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both business and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (e.g., advertising, public relations, sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations. Degree and Major Requirements Marketing Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Marketing Courses Eight courses including: ECO 112 - Principles of Macroeconomics MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics BUS 301 - Business Law MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing MKT 350 - Consumer Behavior or MKT 354 - Sales Management MKT 355 - Marketing Communications or MKT 357 - Advertising Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in Marketing Five courses including: MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis MKT 355 - Marketing Communications 102 or MKT 357 - Advertising Two additional marketing courses. This minor is recommended for students who wish to further their knowledge of the marketing field. For a complete list of courses and descriptions, see the Course Description Search. 103 Chemistry Chemistry is the science that examines and works toward understanding changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists: • • • • To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Joan C. Kunz (Chair), Sandra L. Olmsted, Ron L. Fedie, Vivian Feng, Arlin E. Gyberg (emeritus), David R. Hanson, Michael Wentzel Degree and Major Requirements Bachelor of Arts CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics or CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone CHM 370, or BIO 369, or other approved biochemistry or chemical biology course MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II 104 One additional course from: CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 495 - Topics CHM 499 - Independent Study/Research PHY 317 - Biophysics Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their college careers. Bachelor of Science (non-ACS-Approved) CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 370, or BIO 369, or other approved biochemistry or chemical biology course CHM 491 - Chemistry Seminar (four semesters) MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II SCI 490 - Integrated Science or other approved Keystone One of: CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics, CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy Three from these electives (12 semester credits) CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry 105 CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 495 - Topics in Chemistry CHM 499 - Chemistry Research PHY 317 - Biophysics Bachelor of Science (American Chemical Society Approved Major) CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics, CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Keystone CHM 370, or BIO 369, or other approved biochemistry or chemical biology course MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 121 - General Physics I PHY 122 - General Physics II One 4-semester-credit course from: CHM 367 - Properties of Polymers CHM 470 - Principles of Medicinal Chemistry CHM 495 - Topics in Chemistry CHM 499 - Independent Study/Research PHY 317 - Biophysics Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111) and further developed in upper division chemistry courses. Departmental Honors Full ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; one course (4 semester credits) summer of approved research; participation in seminar. Minor in Chemistry Five courses that must include: CHM 115, 116, CHM 353, and any two other Chemistry courses above 300. At least one of the 300-level courses must be taken at Augsburg. 106 Other Requirements Students must earn a grade of 2.0 or better in each course that applies toward the major or minor in chemistry. At least two CHM courses numbered above 300 must be taken at Augsburg. A course must be completed with a grade of 2.0 or higher to count as a prerequisite for any chemistry course. A minimum GPA of 2.5 in chemistry courses is required for any chemistry major. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 107 Communication Studies Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in Communication Studies are concerned with interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental advisor as early as possible to design an approved major program, preferably by the end of the sophomore year. Faculty Communication Studies Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Jenny Hanson, Anna Kudak, David Lapakko, Michelle Mcateer Film Studies Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Jenny Hanson, Martha Johnson, Elise Marubbio Degree and Major Requirements Communication Studies Major, BA For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: COM 111 - Public Speaking or COM 112 - Contest Public Speaking or COM 115 - Scientific and Technical Public Speaking COM 120 - Mass Media and Popular Culture COM 254 - Interpersonal Communication or COM 355 - Small Group Communication COM 280 - Introduction to Communication Studies COM 281 - Research Methods COM 329 - Intercultural Communication COM 351 - Argumentation COM 352 - Persuasion COM 490 - Keystone: Critical Conversations about Vocation A total of 3 electives must be taken from following categories (one course must be from COM): 1 to 3 electives from the following (May not count the same course twice): COM 247 - Documentary History and Theory COM 299 - Directed Study COM 321 - Business and Professional Speaking COM 345 - Organizational Communication COM 399 - Internship COM 405 - Nonverbal Communication COM 415 - Advanced Critical Media Studies COM 480 - Public Relations/Promotional Communication COM 495 - Communication Topics COM 499 - Independent Study 108 0 to 2 approved outside electives from another major, for example: ART 132 - Photography I ART 215 - Web Design I ART 225 - Graphic Design I BUS 242 - Principles of Management ENL 227 - Journalism ENL 228 - Broadcast and Online Journalism FLM 399 - Internship MKT 252 - Marketing Another course approved by Communication Studies department Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 - Public Speaking or COM 112 - Contest Public Speaking or COM 115 - Scientific and Technical Speaking COM 254 - Interpersonal Communication COM 280 - Introduction to Communication Studies COM 120 - Mass Media and Popular Culture or POL 342 - Mass Communication in Society COM 351 - Argumentation or COM 352 - Persuasion COM 355 - Small Group Communication or COM 345 - Organizational Communication Film Major The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Communication Studies, Women’s Studies, and American Indian Studies, to name a few. Required of all Film Majors: 109 Nine Core Courses: FLM 180 - Film Sight and Sound FLM 216 - Film Production I FLM 260 - Documentary Production I FLM 420 - Issues in Contemporary Cinema FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation COM 247 - Documentary History and Theory ENL 241 - Intro to Cinema Arts ENL 371 - History of Cinema THR 232 - Acting or THR 233 - Acting for Camera Three electives must be chosen from the three defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 - Photography ART 215 - Web Design I ART 315 - Web Design II ART 340 - Digital Imaging ENL 228 - Broadcast and Online Journalism ENL 328 - Screenwriting FLM 124- Monster Movies FLM 240- Animation FLM 312 - Film Production II FLM 348 - Intermediate Video Production FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study MUS 130 - Introduction to Music in the Fine Arts PHY 119 - Physics for the Fine Arts THR 328 - Theatrical Design Track 2: Performance Students interested in acting and directing choose from: ENL 325 - Playwriting I ENL 328 - Screenwriting FLM 240- Animation FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHY 119 - Physics for the Fine Arts THR 233 - Acting for Camera THR 328 - Theatrical Design THR 350 - Voice for Speech, Stage, and Screen THR 366 - Stage Direction 110 Track 3: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: AIS 264 - American Indian in the Cinema AIS 364 - Indigenous Filmmakers AIS 208/408 - Native American Women and Film ART 240 - Art History Survey ENL 221 - Intermediate Expository Writing About the Arts ENL 228 - Broadcast and Online Journalism ENL 328 - Screenwriting ENL 240 - Introduction to Literary Study ENL 430 - Advanced Studies in Theory and Method FLM 124- Monster Movies FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHI 120 - Ethics PHY 119 - Physics for the Fine Arts REL 309 - Religion at the Movies SPA 248 - Spanish and Latin American Culture Through Film Film Minor: COM 120 - Mass Media and Popular Culture COM 247 - Documentary History and Theory ENL 241 - Introduction to Cinema Arts ENL 371 - History of Cinema FLM 180 - Film Sight and Sound FLM 420 - Issues in Contemporary Cinema Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and PHY 119 for Film majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 111 Computer Science The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their coursework by electing an internship, undergraduate research experience, or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters Degree and Major Requirements Computer Science Major, Bachelor of Arts CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I CSC 451 - Programming Languages and Compilers II MAT 114 - Precalculus (or MPG 4) MAT 171 - Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I Two electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics and Computation At least one elective must be an upper division course. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by MAT 201, COM 111 or 115 (115 recommended) or a sequence of courses and presentations approved in consultation with the Computer Science department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I 112 CSC 451 - Programming Languages and Compilers II MAT 145 - Calculus I MAT 146 - Calculus II Two courses from: MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures (recommended) MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences And three electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics and Computation At least two electives must be upper division courses. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: MAT 201, COM 111 or 115 (COM 115 recommended), or a sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The Computational Economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from Computer Science, six from Economics, and a required capstone independent study. Students interested in this major should consult with the faculty in Computer Science, in Economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics Noel Petit, Department of Computer Science Major in Computational Economics MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications or CSC 320 - Algorithms or CSC 352 - Database Management and Design CSC 345 - Principles of Computer Organization ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 315 - Money and Banking ECO 318 - Management Science CSC/ECO 499 - Independent Study 113 Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy Noel Petit, Department of Computer Science Major in Computational Philosophy MAT 171 - Discrete Mathematics for Computing or MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 320 - Algorithms CSC 373 - Symbolic Programming and Artificial Intelligence CSC 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-Century Philosophy PHI 365 - Philosophy of Science PHI 410 - Topics in Philosophy or CSC 495 - Advanced Topics in Computer Science One upper division elective in philosophy Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in Computer Science major courses, GPA of 3.10 overall, and an independent study project. Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division Computer Science course, and one of MAT 171 or MAT 145. Course Grading A course must be completed with a grade of 2.0 or higher to be counted as completing a major or minor requirement. For a complete list of courses and descriptions, see the Course Description Search. 114 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, Computational Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts entry into the field of computer science. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning, Bernard Walley Degree and Major Requirements Major in Economics, BA ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three upper division economics electives MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business or MAT 163 - Introductory Statistics MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 146 - Calculus II 115 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 350 - Labor Economics ECO 360 - International Economics ECO 490 - Research Methods in Econometrics ECO 399 - Internship Program or ECO 499 - Independent Study MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business or MAT 163 - Introductory Statistics ENL 223 - Writing for Business and the Professions PHI 120 - Ethics or PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Economics, BA See Computer Science. Combined Major in Economics and Business Administration, BA Five Economics courses and supporting courses in other departments: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing FIN 331 - Financial Management or MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business One upper division Economics course elective One upper division Business elective 116 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Mathematical Economics, BS ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 373 - Probability and Statistics I MAT 374 - Probability and Statistics II MAT 324 - Analysis or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences or MAT 377 - Operations Research Two upper division economics course electives Recommended Courses: CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics ECO 112 - Principles of Macroeconomics 117 ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 118 Education The Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for: • • • • • Elementary (grades K-6); Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics; K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening program only*) General Science (5-8) initial license Optional endorsements for a K-6 elementary license include preprimary (ages 3-5), mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program availability Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Graduate Master of Arts in Education A graduate level licensure option is available in the AU* program to those already holding a BA/BS degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in Education (MAE). Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or AU* undergraduate program. Contact the Education Department or the Office of Admissions for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to take the Minnesota Teacher License Exam (MTLE) in basic skills—reading, writing, and mathematics—prior to admission to the department and must pass the MTLE basics skills tests before student teaching. Additional criteria for acceptance into the Education Department are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. State law requires passing appropriate exams (MTLE, pedagogy, and content exams) prior to recommendation for licensure. Students who entered Augsburg College under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. 119 Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Education Faculty Margaret Finders (Chair), Kathy Accurso (Rochester), Elizabeth Ankeny, Chris Brown, Renae Ekstrand, Joseph Erickson, Jeanine Gregoire, Audrey Lensmire, Rachel Lloyd, Gregory Krueger, Cari MacGuire, Susan O’Connor, Vicki Olson, Donna Patterson, Christine Peper, Barbara Short, Christopher Smith, Diane Vodicka, Barbara West 120 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite. MAT 137 - Mathematics for Elementary Teachers I (fall) MAT 138 - Mathematics for Elementary Teachers II (spring) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World or ENV 120 - Environmental Science and PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) and BIO 102 - The Biological World or ENV 120 - Environmental Science Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Foundations Block I EDC 200 - Orientation to Education in an Urban Setting** EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World (Freshman only) or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EED 225 - Foundations of Literacy Foundations Block II EDC 310 - Learning and Development in an Educational Setting** 121 Methods Block I (Courses from this point on require admission to the department) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 386 - K-6 Methods: Children’ Literature Methods Block II EED 336 - Advanced Literacy Methods** EED 341 - K-6 Methods: Art EED 342 - K-6 Methods: Music EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods** Capstone Block EDC 410 - Learners with Special Needs** EDC 490 - School and Society Student Teaching Block Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major. EED 481, 483, 485 - Student Teaching: Elementary K-6 EED 489: Teacher Performance Assessment and Student Teaching Seminar Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study COM 254 - Interpersonal Communication or COM 329 - Intercultural Communication or COM 351 - Argumentation or COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area** ESE 350 - 5-12 Methods: Literature and Reading** Student Teaching—five weeks Social Studies (5-8th grade) POL 121 - American Government and Politics HIS 120 - America to 1848 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non Western World or PSY 105 - Principles of Psychology or SOC 121 - Introduction to Human Society or ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography 122 ESE 300 - Reading/Writing in the Content Area** ESE 311 - Middle School Methods: Social Studies** Student Teaching—five weeks Mathematics (5-8th grade) MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I MAT 163 - Introductory Statistics or MAT 248 Biostatistics MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** Student Teaching—five weeks General Science (5-8th grade) BIO 102 - The Biological World BIO 121 - Human Biology CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics SCI 106 - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area** ESE 341 - Middle School Methods: Natural Science** Student Teaching—five weeks Preprimary Teaching (age 3-5) PSY 250 - Child Development SOC 231 - Family Systems: Cross Cultural Perspectives (Day) or SPE 490 Parent and Professional Planning (WEC) ECE 345/545 - Foundations of Preprimary Education (fall)** ECE 346/546 - Learning Environments for Preprimary-aged Children (spring)** ECE 347/547 - Immersion and Teaching Competence (summer)** ECE 488, 489 - Student Teaching: Preprimary (7 weeks in preprimary or kindergarten, 7 weeks in a grade 1-6) Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the Elementary Education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 123 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekday evening* framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: HPE 115 - Chemical Dependency Education ENL 111 - Effective Writing Modern language pre-requisites (2 years high school or 1 year college language) Required Education Courses for ESL: EDC 200 - Orientation to Education in an Urban Setting** EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting* EDC 410 - Learners with Special Needs** ESE 325 - Creating Learning Environments ** EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** ESL Major Courses ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy** ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods ** ESL 490 - Language, Culture, and Schools (Keystone requirement) ESL 481, 483 - Student Teaching: Elementary ESL 485, 487 - Student Teaching: Secondary ESL 489 - Teacher Performance Assessment and Student Teaching Seminar Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 124 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I EDC 200 - Orientation to Education in an Urban Setting** EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World (Freshman only) or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology Foundations Block II EDC 310 - Learning and Development in an Educational Setting** Courses from this point and on require admission to the Education Department. Methods Block I ESE 300 - Reading/Writing in the Content Area** ESE 325 - Creating Learning Environments** Methods Block II ESE 3XX - K-12 or 5-12 Methods in Content Area** Capstone Block EDC 410 - Learners with Special Needs** EDC 490 - School and Society Student Teaching Block ESE 481, 483, 485 - Student Teaching: Secondary ESE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. 125 Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. For a complete list of courses and descriptions, see the Course Description Search. 126 Special Education: Academic Behavioral Strategist The special education ABS major is available only through the AU* program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field service requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and undergraduate credits. Special Education Coordinator: Susan O’Connor Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) Required Education Courses for ABS: EDC 200 - Orientation to Education in an Urban Setting** EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (or EDC 110 Teaching in a Diverse World Freshman only) or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting** EED 225 - Foundations of Literacy (Students must be admitted to Education Department to take courses beyond this point) EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 336 - Advanced Literacy Methods** EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EDC 410 - Learners with Special Needs** EDC 330 - Building the Public Good: Public Achievement and Organizing EDC 331 - Practicum in Public Achievement** SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning SPE 481, 483 - Student Teaching: Elementary SPE 485, 487 - Student Teaching: Secondary SPE 489 - Teacher Performance Assessment and Student Teaching Seminar 127 Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 - Learners with Special Needs** EDU 491 - Practicum and Seminar in Special Education** PSY 105 - Principles of Psychology SOC 231 - Family Systems: A Cross-Cultural Perspective Choose one from the following: PSY 250 - Child Development PSY 252 - Adolescent and Young Adult Development PSY 253 - Aging and Adulthood Choose one from the following: PSY 357 - Behavior Analysis PSY 359 - Assessment SOC 265 - Race, Class and Gender SWK 301 - History and Analysis of Social Policy Interested students should contact the director of Special Education at the outset of coursework For a complete list of courses and descriptions, see the Course Description Search. 128 Engineering Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts degree from Augsburg College and an Engineering degree from either the University of Minnesota College of Science and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering advisor is necessary. Applications for these programs require the recommendation of the Augsburg Engineering advisor. Contact Ben Stottrup, Physics Department, stottrup@augsburg.edu 612-330-1035. University of Minnesota The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (BA/BE) This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the College of Science and Engineering. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the College of Science and Engineering may be completed during the second semester of the junior year at Augsburg. Bachelor of Arts/Master of Engineering (BA/ME) This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the College of Science and Engineering. The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the BA/ME program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the College of Science and Engineering staff regarding courses that should be taken during the senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and Engineering. Michigan Technological University This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the Engineering advisor of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg Engineering advisor. Financial Aid Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. 129 Degree and Major Requirements Minimum course requirements for admission to the dual degree or three-two programs: CHM 115 - General Chemistry I CHM 116 - General Chemistry II CSC 170 - Introduction to Programming ENL 111 - Effective Writing PHY 121 - General Physics I PHY 122 - General Physics II Four mathematics courses are required: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 369 - Modeling and Differential Equations or PHY 327 - Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. For a complete list of courses and descriptions, see the www.augsburg.edu/catalog/. 130 English Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to frame human events within diverse world views. Those who study English typically believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. At the same time, the English Department’s emphasis on writing helps our students to clarify and share their thoughts. English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and language. Like science, English is interested in discovering order and determining structures. Like speech and communication, English studies the effective use of language. Like history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area. Plays, films, and readings are available near the campus, often within walking distance. English majors also have opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language Learner (ELL) students, or tutoring in the writing lab. Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Dallas Liddle, (Chair), John Schmit, Stephan Clark, Robert Cowgill, Cass Dalglish, Douglas Green, Colin Irvine, Kathryn Swanson, Mzenga Wanyama, Cary Waterman Degree and Major Requirements Choosing a Concentration Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and theory; creative writing; and secondary licensure in communication arts/literature. While some of our courses explicitly address theoretical approaches to literature, especially those that examine race, class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry, creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills of the educated and employable citizen. English Major with a Literature, Language, and Theory Concentration The Literature, Language, and Theory concentration provides students various approaches to the study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theater Arts, and Women’s Studies. This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including: ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts 131 At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major. At least five 300-level courses, with one each in British literature, American literature, and world literature. At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level. Minor in Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required, including: ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts Four literature, language, and theory courses, three of which must be upper division courses. English Major with a Creative Writing Concentration The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major, students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of established writers. The creative writing concentration expands competencies in observation, research, and analysis that enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. To complete this concentration students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts ENL 226 - Introduction to Creative Writing ENL 320, 321 - Fiction One, Fiction Two or ENL 322, 323 - Poetry One, Poetry Two ENL 420 - Advanced Studies in Writing (Keystone) ART 215 - Web Design I or ART 225 - Graphic Design I One elective from: ENL 227 - Journalism ENL 228 - Broadcast and Online Journalism ENL 320 - Fiction One ENL 322 - Poetry One ENL 324 - Creative Non-Fiction ENL/FLM 328 - Screenwriting ENL/THR 325 - Playwriting I ENL 396 - Internship in Teaching Writing ENL 397/399 - Internship An approved ACTC creative writing course Minors in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. 132 A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach in Minnesota in communication arts/literature. Students are encouraged to take courses toward their major during the first and sophomore years, and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisors in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study ENL 365 - Contemporary Post Colonial Fiction ENL 380 - Introduction to the English Language ENL 396 - Internship in Teaching Writing One upper division ENL British literature course One upper division ENL American literature course One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410, and 430 Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval) Additional Courses (outside the English Department): COM 112- Contest Public Speaking COM 243 - Studio Production COM 254 - Interpersonal Communication COM 351 - Argumentation Special Methods (two courses): ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 133 The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: Concentrations in English Literature, Language, and Theory and in Creative Writing: QR/QFA: GST 200 or PHY 119; or QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, or PHY 116; and completion of QA: ENL 327 Communication Arts/Literature Teacher Licensure: QR:--QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, or PHY 116; and completion of: QA: Please see department for QA requirement. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher will receive a grade of 0.0. Service Courses The department offers these service courses for students as required by a placement test. Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. Spotlight Courses Offered alternating terms. Content for each will vary by term—check online course descriptions. 134 Upper Level Courses The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. For a complete list of courses and descriptions, see the Course Description Search. 135 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies— of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, and history, Environmental Studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law, education, ministry, and corporate settings. Environmental Studies Faculty Christina Erickson (Social Work, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain (Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith Gilsdorf (Economics), David Hanson (Chemistry), Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry), Michael Lansing (History), Emily Gaenzle Schilling (Biology/Environmental Studies), Joseph Underhill (Political Science), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major Standard Track Requirements: Core courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science SWK 210 - Environmental Justice and Social Change POL 241 - Environmental and River Politics or ENV 310 - Environmental Politics Field Seminar or POL 325 - Politics and Public Policy or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) or SOC 381 The City and Regional Planning ENL 270 - Themes: Literature and Landscape or REL/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - US Urban Environmental History ECO 365 - Environmental Economics ENV 399 - Internship ENV 490 - Environmental Studies Independent Project (Keystone) or ENV 492 - The City and Environment Keystone Biology requirements: 136 BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II HECUA Track Requirements: ENV 100 - Environmental Connections SWK 210 - Environmental Justice and Social Change ENL 270 - Themes: Literature and Landscape or REL/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - US Urban Environmental History INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and Integration Seminar) ENV 490 - Environmental Studies Independent Project (Keystone) or ENV 492 - The City and Environment Keystone Biology requirements: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution, and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II Environmental Studies Minor Seven courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science CHM 115 - General Chemistry I BIO 151 - Introductory Biology SWK 210 - Environmental Justice and Social Change HIS 316 - US Urban Environmental History or ENL 270 - Themes: Literature and Landscape or REL/WST 313 - Environmental Theology and Ethics (CGE) POL 241 - Environmental and River Politics or ENV 310 - Environmental Politics Field Seminar or POL 325 - Politics and Public Policy or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) or ECO 365 - Environmental Economics or SOC 381 - City and Regional Planning Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 137 For a complete list of courses and descriptions, see the Course Description Search. 138 Health, Physical Education, and Exercise Science All students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational participants as well as student athletes will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health fitness professions. All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix. Health, Physical Education and Exercise Science Faculty Eileen Kaese Uzarek (Chair), David Barrett, Jane Becker, Chris Brown, Anthony Clapp, Adrian Dunn, Carol Enke, Aaron Griess, Melissa Lee, Mike Navarre, Kassondra Nordmeyer, Eric Rolland, Patrice Salmeri, Missy Strauch Degree and Major Requirements Health Education Major HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Measurement in Health, Physical Education and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology PSY 250 - Child Development or PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education 139 HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Physical Education Major: HPE 104 - Components of Fitness Training HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 220 - Motor Learning and Development HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 275 - Prevention and Care of Athletic Injuries HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 351 - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: 140 HPE 114 - Safety Education HPE 275 - Prevention and Care of Athletic Injuries HPE 280 - Coaching Theory The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. Exercise Science Major, BA HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Health and Exercise Psychology HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 304 - Advanced Fitness Training or HLTH 400 - Epidemiology (St. Thomas) HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship in Exercise Science HPE 450 - Current Health Issues HPE 490 - Exercise Science Seminar and Keystone BIO 103 - Human Anatomy and Physiology Exercise Science Major, BS Pre-Health Science Track: This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied professions such as physical therapy, occupational therapy, athletic training, and chiropractic. HPE 104 - Components of Fitness HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Exercise and Health Psychology HPE 275 - Prevention and Care of Athletic Injuries HLTH 345 - Nutrition for Health (St. Thomas) HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science 141 HPE 397/399 - Internship HPE 450 - Current Health Issues HPE 490 - Exercise Science Seminar and Keystone Supporting courses: BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 353 - Comparative Vertebrate Anatomy BIO 473 - Animal Physiology CHM 115 - General Chemistry I CHM 116 - General Chemistry II EXSS 3650 - Methods for Fitness Professionals (St. Catherine) EXSS 4300 - Advanced Biomechanics (St. Catherine) FSNU 3250 - Sports Nutrition (St. Catherine) MAT 114 - Precalculus INDI 2220 - Medical Terminology (St. Catherine) INDI 4900 - Intro to Physical Therapy (St. Catherine) HPE 220 - Motor Learning and Development PHYS 1080 - Physics for Health Science I (St. Catherine) PHYS 1090 - Physics for Health Science II (St. Catherine) PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 142 History History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman Degree and Major Requirements History Major Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe, United States, and non-Western. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. Departmental Honors GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to four credits) to be defended before a faculty committee. Medieval Studies The History Department also hosts the major in Medieval Studies. For more information, refer to Medieval Studies in this catalog. 143 Other Requirements First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 144 Honors Program – HON Introduction The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Robert C. Groven, Honors Program director, at honors@augsburg.edu. Honors Program Recognition Students who complete the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admission Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application at www.augsburg/honors.edu. Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors program director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, student must: join an Honors House and participate in required meetings (listed below), maintain an overall GPA of 3.3 or higher, and take 16 credits of Honors courses. Scholars Program participants do not need to complete the research requirement or the GFA requirement. Scholars Program participants are not required to take HON340: Junior Colloquium, but may if they so choose. 145 Honors Program Requirements Honors students have several options for completing each general education requirement. Student may complete the established courses, or they may use several unconventional options. These options are detailed in subsequent sections. In general, Honors students entering in the first semester must complete the following requirements: • • • First Year: HON 005; HON 120; HON 100; HON 130; HON 111 or 219 or other 200 level writing course Past First Year: HON 005; HON 220; HON 230; HON 240; HON 250; HON 340; HON 490; research requirement, residency requirement Outside Honors Program: modern language requirement; physical education requirement Notes: **All Honors students should take HON 260 in the second year unless they have an irreconcilable scheduling conflict or have a clear and defined plan for meeting the research requirement. If the latter, students should take HON 470. **All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu). **Students with and English transfer credit must take the writing entrance exam to place out of HON 111. **All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med and music therapy. Honors Co-Curricular Activities Honors Houses All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses: • • • • The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship, such as College scholarship events. The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors students. Pike House also organizes events for alumni and fundraising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and Augsburg experiences. Augsburg Honors Review Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. Student Leadership Opportunities Students elected to leadership within their Honors House may serve as house presidents or serve in other program leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through student-created learning experiences. These student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s 146 education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements, or simply be an elective course. Student-created learning experiences may take almost any form. Some possible forms include: • • • • • Student-created courses (created in collaboration with faculty) Full course (10-20 students) Reading Groups (2-9 students) Individual Reading and Examination (individual study) Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council member or the Honors Program director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year: Fall • • • • First-year students select Honors House membership. First-year students are not permitted to join Augsburg Honors Review. HON 100 - Christian Vocation and the Search for Meaning I HON 120 - Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking skill requirements) First Year: Spring • • HON 130 - Liberating Letters (humanities LAF and speaking skill) HON 111 - Effective Writing for Liberating Letters (satisfies effective writing requirement) Second Year: Fall • • • Students write and research as staff writers in HON 260: Augsburg Honors Review (0.0 credit, pass/no credit) HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill requirements) HON 200 - Christian Vocation and the Search for Meaning II Second Year: Spring • • HON 260 - Augsburg Honors Review (0.0 credit, P/N grading) - Students write and research as staff writers HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF) Third Year: Fall Students eligible to become editors and managers in HON 260: Augsburg Honors Review • • • HON 250 - Social Scientist (satisfies social and behavioral sciences LAF) HON 200 - Christian Vocation and the Search for Meaning II HON 340 - Junior Colloquium (taught by the President or Dean of the College; 0.0 credit, P/N grading) Third Year: Spring Students eligible to become editors and managers in HON 260: Augsburg Honors Review • • HON 230 - Arts and the City (satisfies fine arts LAF) HON 340 - Junior Colloquium (continues from fall semester; 0.0 credit, pass/no credit) 147 Fourth Year: Fall • • Students may join HON 260 - Augsburg Honors Review and HON 460 - Honors Disputation League in their fourth year HON 490 - Honors Senior Seminar (offered fall and spring) Fourth Year: Spring • HON 490 - Honors Senior Seminar (offered fall and spring) Research Requirement At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research Requirement document available in the Honors Suite or online. In addition, students must register for at least two semesters of the following to document the research experience on their transcript: HON 260 - Augsburg Honors Review HON 470 - Student/Faculty Research Collaboration Summary Notes: • • • • • • • The Honors recommended sequence satisfy all general education requirements except: foreign language and physical education. Students may fulfill these through non-Honors courses or through Honors SCLE curricular alternatives). Residency: all Honors students must complete seven 4.0-credit courses, or 28.0 credits total, in the Augsburg Honors Program to meet the Honors residency requirement for graduation. Students past first year may take courses out of the recommended sequence without permission. Students with college level transfer work may waive some HON courses as long as they fulfill the Honors program residency requirement. HON 120, 120L, 340, 490 and the research requirement may not be waived. All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu). Students with and English transfer credit must take the writing entrance exam to place out of HON 111. All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med and music therapy. For a complete list of courses and descriptions, see the Course Description Search. 148 Interdisciplinary Studies Interdisciplinary Studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include: • • • • • • American Indian Studies Environmental Studies International Relations Metro-Urban Studies Nordic Area Studies Women’s Studies (ACTC) Information about these majors and their requirements can be found in their respective departmental pages. Other interdisciplinary course offerings are listed under International Programs. Leadership Studies Minor The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in Leadership Studies, drawing on a wide variety of courses across disciplinary lines. A minor in Leadership Studies can enhance your major in a wide variety of disciplines including Business, Sociology, Political Science, Communication, Computer Science, Economics, and Psychology. Coordinator: Alan Tuchtenhagen, Master of Arts in Leadership Program Director Four required courses: BUS 242 - Principles of Management SOC 349 - Sociology of Organizations COM 345 - Organizational Communication POL 371 - Topics: Becoming a Leader Two required electives from the following list. (No more than one per department) BUS 340 - Human Resource Management BUS 440 - Strategic Management HIS 122 - 20th-Century United States PSY 373 - Industrial/Organizational Psychology COM 321 - Business and Professional Speaking COM 355 - Small Group Communication Peace and Global Studies Minor See International Relations’ departmental page. For a complete list of courses and descriptions, see the Course Description Search. 149 International Programs Study abroad at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad in every student’s degree program. Augsburg’s programs, the Center for Global Education, and HECUA provide study abroad opportunities for students in all majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have 300 programs in nearly 90 countries from which to choose the best opportunity for their curricular and personal needs. Augsburg Abroad is the front door for students and faculty interested in study abroad, and provides advising on programs, finances, and academics. More information about study abroad is located in Augsburg Abroad, in the Special Programs section of this catalog. Center for Global Education Programs Crossing Borders: Gender and Social Change in Mesoamerica (Mexico)—Fall This program is an experientially-based intensive semester of study and travel designed to introduce students to the important issues facing Mexico, US-Mexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural communication skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semesterlong homestays are available for Spanish majors and others upon request. Although students may select courses from several different disciplines, they may meet several AugCore requirements while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish, and Women’s Studies. Spanish courses range from beginning to advanced, including courses for bilingual students. Prerequisite: One college-level Spanish course or its equivalent Migration and Globalization: Engaging Our Communities (Mexico)—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Women’s Studies, Political Science, and Religion. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Spanish courses range from beginning to advanced, including courses for bilingual students. Prerequisite: One college-level Spanish course or its equivalent 150 Social Work in a Latin American Context (Mexico)—Spring This program was created to satisfy the curriculum requirements for a Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester. Language and Culture in Mexico (Mexico)—Summer This community-based program includes multiple guest speakers, excursions to historical, cultural, and archeological sites, and group discussions designed to help you learn about the diverse cultures and current issues of Mexico. Weekend excursions include trips to Mexico City, Taxco, Puebla, and the Teotihuacan pyramids. Two seven-week sessions focus on Spanish language and Mexican culture in which students can take two courses per session, plus a non-credit Latin Dance course. Students may choose to participate in just one or both summer sessions for a total of eight or sixteen credits. It is possible to fulfill the language requirement by taking two intensive Spanish courses in one seven-week session. Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, and Nicaragua)—Fall or Spring This multi-country program, defined by an experiential methodology and unique approach to community engagement, offers students a provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. All students will take the following four courses: one Spanish course, REL 366, HIS/WST 355, and POL 310. Nation Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)—Fall or Spring This program examines the crucial issues of nation building, globalization, and decolonizing the mind from the perspectives of the new democracies of southern Africa. Namibia won its independence in 1990 after decades of apartheid in South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by the rapid process of globalization in today’s world; the challenges posed by under- and unequal development; and the long-term project of decolonizing the mind. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses are: HIS 327, POL 353, REL 346, ENV 100 and INS 312/POL 354. Internships are also available in eight different departments, and a Lifetime Activity course (Yoga) is also available for no credit. HECUA Programs The New Norway: Globalization, National Identity and the Politics of Belonging—Fall In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by analyzing the development of the Norwegian welfare state through a wide range of topics such as globalization theories, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, international aid politics, sexuality, and environmentalism. Students study Norwegian language or do an independent research project, and also intern with a leading NGO. INS 372 - Norwegian Language INS 377 - Challenges of Globalization to the Scandinavian Welfare State 151 INS 393 - Scandinavian Art, Film and Literature INS 394 - Urbanization and Immigration INS 499 - Independent Study (Students may choose either INS 372 or 499) Community Internships in Latin America: Ecuador (CILA)—Fall or Spring The Community Internships in Latin America program offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a homestay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. INS 366 - Community Participation and Social Change INS 399 - Internship (8 credits) INS 499 - Independent Study Democracy and Social Change: Northern Ireland—Fall or Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is located at the UNESCO Centre at the University of Ulster in Coleraine. INS 316 - Building a Sustainable Democracy INS 317 - Politics of Conflict and Transformation INS 399 - Internship (8 credits) New Zealand Culture and the Environment: A Shared Future—Fall Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Maori Perspectives, Pluralism, and National Identity Sustainability, Ecology, and New Zealand Environmental Policy Internships, Field Work, and Integration Independent Study Project 152 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director: Joseph Underhill Degree and Major Requirements International Relations Major Required core courses: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non-Western World POL 158 - Political Patterns and Processes or POL 160 - World Politics POL 490 - International Relations Keystone or KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: ANT 141 - Introduction to Cultural Anthropology INS 225 - Introduction to Islam POL 241 - Environmental and River Politics SWK 230 - Global Peace and Social Development WST 250 - Global Perspectives on Gender and Sexuality or one additional upper division course from the list of required electives listed below. Two of the following: HIS 332 - History of United States Foreign Relations POL 368 - Model United Nations POL 459 - Topics: Comparative Politics POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): BUS 362 - International Business BUS 465 - International Management COM 329 - Intercultural Communication ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development 153 ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Modern Britain and Ireland HIS 440 - Topics in World History HIS 474 - World and the West MKT 466 - International Marketing NOR 331 - Norwegian Civilization and Culture POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology REL 356 - World Religions SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following IR electives: ECO 365 or HIS 350 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the International Relations major, three of the following courses: BUS 362 - International Business BUS 465 - International Management FIN 460 - International Finance MKT 466 - International Marketing One of the following: ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. 154 Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non-Western World POL 158 - Political Patterns and Processes or POL 160 - World Politics HIS 332 - History of United States Foreign Relations or POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College), the Center for Global Education, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. POL 160 - World Politics SWK 230 - Global Peace and Social Development Two upper division electives from: ECO 365 - Environmental Economics ECO 495 - Topics ENL 365 - Contemporary Post Colonial Fiction HIS 332 - History of United States Foreign Relations HIS 346 - Namibia and South Africa: A Historical Perspective HIS 350 - Latin American History INS 312 - The Politics of Development in Southern Africa POL/WST 341 - Globalization, Social Struggles and the Environment POL 353 - Political and Social Change in Namibia REL 313 - Environmental Theology and Ethics REL 346 - The Church and Social Change in Southern Africa REL 366 - Latin American Liberation Theologies SOC 240 - Protest and Social Change: The Sociology of Social Movements Other topics or study abroad courses with approval of program director 155 For a complete list of courses and descriptions, see the Course Description Search. 156 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, Norwegian, and Spanish, as well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Ojibwe, Farsi, and American Sign Language are offered at Augsburg, and courses in Chinese, Japanese, Latin, and Greek are available to Augsburg students through the five-college Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Michael Kidd (Chair), Anita Fisher, Richard Gresczyk, Diane McDonagh, Peter Morales, Pary Pezechkian-Weinberg, Kate Reinhardt, Frankie Shackelford, Joseph Towle, John van Cleve Degree and Major Requirements Language Major 10 courses above 211 (Norwegian only: 211 and above) including: Two courses in culture Two courses in language Two courses in literature KEY 480 - Topics in Global Interdependence And three electives (from any of the three areas above) At least seven of these courses must be taught in the target language of the major, and at least four of them must be taken on the Augsburg campus. A semester of study abroad (15 weeks) is also required. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: LCS 100 - Introduction to Cultural Studies LCS 399 - Internship KEY 480 - Topics in Global Interdependence Language requirement: Minor in French, German, Norwegian or Spanish or completion of the 212 level in two different languages (in Norwegian only: 211). Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught languages). Study-abroad requirement (consult Augsburg Abroad for offerings): One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department 157 Electives: Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing 411 in French, German, Norwegian, or Spanish (W) and KEY 480 (W and S). The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, MAT 145 or 146, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor Four courses above 211 (Norwegian only: 211 and above) including: One in language One in literature or culture approved by the department All of these courses must be taught in the target language, and at least two of them must be taken on the Augsburg campus. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199), linking language skills with community service and career exploration, is strongly encouraged, pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 158 Mathematics Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in Mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, Mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in Mathematics. Students may choose coursework supporting the study of Mathematics as a liberal art (through the BA degree) or choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics, statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science, computing, business, or economics. Augsburg’s urban location allows students to gain experience working with mathematics through internships, service learning, and the colloquium course. Augsburg students can also choose to complete a major in Actuarial Science at University of St. Thomas, offered through ACTC. Mathematics Faculty John Zobitz (Chair), Pavel Bělík, Tracy Bibelnieks, Suzanne Dorée, Richard Flint, Matthew Haines, Miles Ott, Jody Sorensen Degree and Major Requirements Mathematics Major, BA Nine courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) A “theoretical structures” course from: MAT 304 - Graph Theory MAT 314 - Abstract Algebra MAT 324 - Analysis Other courses approved by the department. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course 159 approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their faculty advisor about potential additional skills courses needed. Mathematics Major, BS Twelve courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, MIS 379, CHM 353, CHM 362, CHM 368, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 248, MIS 379, PSY 215, SOC 362 may count). These seven electives must include a(n): • “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department. • “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department. • “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, MAT 394, MIS 379, PSY 215, SOC 362, or other courses approved by the department. At least five of the seven electives must be chosen from a focus area approved by the department. Sample focus areas: • • • • • • • Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373 Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, MIS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of MIS 379, MAT 163 and MAT 248 may count). Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT 363, MAT 377. Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355, MAT 369; a fifth course from this list. Statistics: One of MAT 163, MIS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374 or MAT 394; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department. Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324 Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond the course is expected. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. 160 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the BS major, but the electives must include: ESE 330 5-12 - Methods: Mathematics MAT 252 - Exploring Geometry MAT 287 - History of Mathematics MAT 314 - Abstract Algebra MAT 324 - Analysis an “Applied Project” course One of the following: MAT 163 - Introductory Statistics MAT 248 - Biostatistics MAT 373 - Probability and Statistics I At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are: MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I One of the following: MAT 163 - Introductory Statistics MAT 248 - Biostatistics or MAT 373 - Probability and Statistics I MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 331 - Middle School Methods: Mathematics Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 2.0, have an overall GPA of at least 3.0, complete a project with significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics Department. The project may build upon a course-based project, but significant work beyond the course is expected. The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements are available from the department. 161 Pi Mu Epsilon Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Mathematics Minor Five courses including: MAT 145 - Calculus I MAT 146 - Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Alternatively students may complete a minor by taking the six courses: MAT 145 - Calculus I MAT 146 - Calculus II MAT 163 - Introductory Statistics or MAT 248 - Biostatistics MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. Math Placement Group (MPG) Before enrolling in any Mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a Mathematics course. For a complete list of courses and descriptions, see the Course Description Search. 162 Medieval Studies The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Phillip C. Adamo (History, Program Director), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Martha B. Johnson (Theater Arts), Michael Kidd (Languages and Cross-Cultural Studies), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen Zaman (History) Degree and Major Requirements Major Eleven courses, including: Six core requirements: HUM 120 - Medieval Life in 12th-Century Europe LAT 101 - Beginning Latin I LAT 102 - Beginning Latin II HIS 369 - The Early and High Middle Ages HIS 370 - The Late Middle Ages to 1648 HUM 490 - Keystone: Medieval Studies Project One of the following literature courses: ENL 330 - Shakespeare ENL 332 - British Literature: Renaissance and Reformation ENL 360 - The Classical Tradition ENL 361 - The Medieval World SPA 352 - Survey of Spanish Literature I One of the following religion or philosophy courses: HIS 378 - Medieval Church PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy REL 362 - Martin Luther and the Reformation One of the following history of arts courses: ART 386 - Medieval Art ART 387 - Renaissance and Baroque Art MUS 231 - History and Literature of Music I THR 361 - Theater History and Criticism I Two electives from the following courses: HIS 374 - Medieval Crusades HIS 440 - Topics in World History: Monks and Heretics 163 POL 380 - Western Political Thought SPA 331 - Spanish Civilization and Culture Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Requirement Students must take one year of college-level Latin as part of the major. In addition, students must take one year of a college-level, modern language in which medieval scholarship is published (e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the Modern Language Core Skills requirement. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related to Medieval Studies. Minor Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). For a complete list of courses and descriptions, see the Course Description Search. 164 Metro-Urban Studies Metro-Urban Studies is the study of cities as social, political, economic, and cultural entities. Metro-Urban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, history, environmental studies, art and architecture to understand metropolitan areas in terms of complex relationships that contribute to both opportunities and challenges. The major is designed to utilize the city as our classroom, demonstrating the interplay of theory, policy, and lived experience. Coursework often includes walking tours, field trips, and field research. Augsburg College’s Metro-Urban Studies program emphasizes the theme of planning metro areas to be more environmentally sustainable and promotes the health and civic engagement of citizens. The Metro-Urban Studies major helps prepare students for careers and graduate work in urban planning, public administration, environmental studies, government, community organizing, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of their experience. Many students who major in Metro-Urban Studies double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Metro-Urban Studies about how to best plan your academic schedule to accommodate both majors. Metro-Urban Studies Faculty: Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political Science). Degree and Major Requirements Metro-Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of 2.0 in the core courses is required for the major. Core Courses: SOC 111 - City & Community: intro to Urban Sociology POL 122 - Metropolitan Complex ECO 113 - Principles of Microeconomics SOC 381 - City and Regional Planning SOC/URB 399 - Internship ENV/URB 492 - The City and the Environment Keystone SOC 362 - Statistical Analysis or POL 483 - Political Statistics and Methodology SOC 363 - Research Methods or POL 484 - Political Analysis ART/HIS 249/349 - The Designed Environment or HIS 316 - US Urban Environmental History or SOC 380 - Disaster and Resilience And two additional urban-related electives, approved by the Program Director. For electives, please see the following list, which is not exhaustive. Please consult the Director of Metro-Urban Studies for other elective possibilities that suit your career interests, including off-campus study, ACTC courses, or study abroad. ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART/HIS 249/349 - The Designed Environment ECO 365 - Environmental Economics ENV 100 - Environmental Connections HIS 316 - US Urban Environmental History POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy 165 SOC 265 - Race, Class and Gender SOC 349 - Sociology of Organizations URB 199 - Internship URB 295 - Special Topic in Urban Studies URB 299 - Directed Study in Metro-Urban Studies URB 395 - Special Topic in Urban Studies Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Metro-Urban Studies major. Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course requirements to fulfill these skills. Metro-Urban Studies Minor A total of five courses including: Core Courses: SOC 111 - City & Community: intro to Urban Sociology POL 122 - Metropolitan Complex SOC 381 - City and Regional Planning One of the following: HIS 316 - US Urban Environmental History ART/HIS 249/349 - The Designed Environment SOC 380 - Disaster and Resilience URB 492 - The City and Environment Keystone And an approved Metro-Urban Studies Elective (see list above). Off-Campus Study and Study Abroad Off-campus study is highly recommended for Metro-Urban Studies majors. The Higher Education Consortium for Urban Affairs’ (HECUA) Programs are particular recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and Environment and Agriculture, and Art for Social Change Programs (www.hecua.org/). Other study abroad programs that are particularly useful to Metro-Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany (www.iesabroad.org/); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen, Denmark (www.disabroad.org/). Metro-Urban Studies students have participated in programs in other countries as well. Please see the program websites, Augsburg Abroad and the Director of the Metro-Urban Studies Program for completing Metro-Urban Studies coursework in off-campus programs. For a complete list of courses and descriptions, see the Course Description Search. 166 Music The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors, and meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; Music Therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Faculty Full-time Merilee Klemp (Chair), Michael Buck, Jill Dawe, Douglas Diamond, Annie Heiderscheit, Peter Hendrickson, Roberta Kagin, Sonja Thompson Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Bridget Doak, Lynn Erickson, Susan Druck, Janet Gottschall Fried, Jennifer Gerth, Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Scott LeGere, Steve Lund, Kameron Markworth, K. Christian McGuire, Laurie Merz, Peter Meyer, Vladan Milenkovic, Rick Penning, O. Nicholas Raths, Shannon Sadler, Mark Sedio, Robert Stacke, Andrea Stern Fine Arts Coordinator Cathy Knutson Fine Arts Facilities Manager Karen Mulhausen Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music performance major Music education major Bachelor of Science Music therapy major Music Therapy Equivalency Certificate Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a Board Certified Music Therapist. Music Minors Music Music Business 167 Degree and Major Requirements Students intending to pursue a Music major in any of the three Music degree programs must declare their major, perform a sophomore/transfer Music major jury qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Because of the heavy curricular demands inherent in any single Music Department degree program, students are strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are required to petition the department for acceptance of their proposed degree plan prior to formally declaring their double majors. Music Core: MUS 101 - Materials of Music I MUS 111 - Aural Skills I MUS 102 - Materials of Music II MUS 112 - Aural Skills II MUS 201 - Materials of Music III MUS 211 - Aural Skills III MUS 202 - Form and Analysis MUS 212 - Aural Skills IV MUS 231 - History and Literature of Music I MUS 232 - History and Literature of Music II MUS 331 - Music of the Baroque Era or MUS 332 - Music of the Classical Era or MUS 333 - Music of the Romantic Era or MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital One to four semester(s) Performance Study on the major instrument in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111 - Augsburg Choir MUE 112 - Riverside Singers MUE 114 - Masterworks Chorale MUE 115 - Cedar Singers MUE 121 - Augsburg Symphony Orchestra MUE 141 - Augsburg Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music MUE 144 - Percussion Chamber Music MUE 145 - Piano Chamber Music Additional Requirements (refer to the Music Department Student Handbook for detail) • • Pass a piano proficiency test Pass a sophomore/transfer music major qualifying jury 168 • • Complete the Music Department degree application Pass 3 music repertoire tests Graduation Skills Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 363 QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372 Bachelor of Arts in Music with Music Business Concentration Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: PHY 119, GST 200, MAT 145, or MAT 146 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, BA Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty advisor: Douglas Diamond Music Core, Additional Requirements and the following: MUS 341 - Basic Conducting MUS 458 - Senior Recital Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice from: Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Music Major with Music Business Concentration, BA The Music Business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business major has two tracks: the Bachelor of Arts in Music 169 with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute for any required Augsburg course specifically listed within a degree program. This program is open to sophomores through seniors. There is no additional fee for this program. Faculty advisor: TBA Music Core, Additional Requirements and the following: ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business BUS 242 - Principles of Management or BUS 254 - Entrepreneurship or BUS 200 - Exploring Business as a Vocation MUS 105 - The Music Business MUS 245 - Arts Management and Concert Promotion MUS 399 - Internship or BUS 399 - Internship MUS/BUS - Elective (Augsburg or MSCM course) MUS 458 - Senior Recital MUP 1xx - Performance Studies - four semesters of 1 credit lessons in major instrument/voice MUP 3xx - Performance Studies - four semesters of 2 credit lessons in the major instrument/voice Large Ensemble - eight semesters on the major instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Business Administration with Specialization in Music Business, BA See Business Administration for requirements. Music Education Major, Bachelor of Music A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching), the Music Education major offers students the preparation necessary to become music teachers in public schools. This coursework and preparation includes certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music Education major candidates must apply to the Minnesota Department of Education for acceptance to the Music Education licensure program which is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. All Music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all Music courses is necessary for the Music Education licensure program. Faculty advisor: Michael Buck Music Core, Additional Requirements and the following: MUS 311 - Composition I MUS 341 - Basic Conducting MUS 358 - Junior Recital MUS 459 - Senior Recital HPE 115 - Chemical Dependency Education EDC 200 - Orientation to Education in an Urban Setting EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians 170 or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting ESE 300 - Reading/Writing in the Content Area ESE 325 - Creating Learning Environments ESE 370 - K-12 Methods: Music EDC 410 - Learners with Special Needs EDC 490 - School and Society EED 481, 483 - Student Teaching: Elementary K-6 ESE 485, 487 - Student Teaching: Secondary MUS 355 - Music Methods: Strings MUS 356 - Music Methods: Brass and Percussion MUS 357 - Music Methods: Woodwinds MUS 359 - Music Methods: Vocal Choose one of the following areas of emphasis: Vocal Emphasis: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 342 - Choral Conducting MUS/THR 235 - Skills of Music Theater Instrumental Emphasis: MUS 344 - Instrumental Conducting Music elective or approved courses Performance Studies and Ensembles: Students should choose the following courses in accordance with their area of emphasis*. MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice) MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the major *A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview (see the Music Department Student Handbook). Faculty advisor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice) MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) MUS 358 - Junior Recital 171 MUS 459 - Senior Recital Large Ensemble - eight semesters on the major instrument or voice* Chamber Music - four semesters of chamber music/small ensemble courses on the major instrument/voice *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with advisor. Voice Majors: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: MUS 356 - Music Methods: Brass/Percussion or MUS 357 - Music Methods: Woodwinds or MUS 355 - Music Methods: Strings MUS Elective (4 credits) Additional requirements: BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, BS Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. A minimum grade of 2.5 in all music therapy courses is required. Faculty Advisor: Roberta Kagin Requirements: Music Core, Additional Requirements and the following: MUS 271 - Introduction to Music Therapy MUS 274 - Music Therapy Practicum MUS 275 - Music Therapy Practicum MUS 340 - Music Therapy Techniques and Materials I MUS 345 - Music Therapy Techniques and Materials II MUS 363 - Expressive and Creative Arts in Healing MUS 372 - Psychological Foundation of Music I MUS 373 - Psychological Foundation of Music II MUS 374 - Music Therapy Practicum MUS 375 - Music Therapy Practicum 172 MUS 458 - Senior Recital MUS 474 - Music Therapy Practicum MUS 475 - Music Therapy Practicum MUS 480 - Music Therapy Senior Seminar MUS 481 - Music Therapy Clinical Internship BIO 103 - Human Anatomy and Physiology EDC 410 - The Learner with Special Needs PSY 105 - Principles of Psychology PSY 262 - Abnormal Psychology SOC 362 - Statistical Analysis or PSY 215 - Research Methods and Statistics I MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice* Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Pass guitar proficiency test Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms and successful completion of a two-year music theory equivalency test. Acceptance to the degree program requires the following: • • Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency Music Minor Requirements: MUS 101 - Materials of Music I MUS 102 - Materials of Music II MUS 111 - Aural Skills I MUS 112 - Aural Skills II MUS 341 - Basic Conducting MUS 231 - History and Literature of Music I or MUS 232 - History and Literature of Music II One additional course (2 credits or above) in music history or conducting Other music courses may be approved by departmental petition MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the major instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Pass one music repertoire test Submit a Music Department application for minor by spring semester, sophomore year 173 Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. Requirements: MUS 105 - The Music Business ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business ACC 221 - Introduction to Financial Accounting MUS/BUS 399 - Internship (approved for the music business minor) One of the following: MUS 245 - Arts Management and Concert Promotion BUS 301 - Business Law BUS 254 - Entrepreneurship All of the above courses plus eight additional music credits beyond MUS 105 and MUS 245 (maximum of four credits in MUE and/or MUP courses) Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that meet the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. Music Repertoire Tests These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire tests, transfer students must pass two, and Music minors must pass one. For a complete list of courses and descriptions, see the Course Description Search. 174 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Content Liaisons Dale Pederson (Biology), Sandra Olmsted (Chemistry), Ben Stottrup (Physics) Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) SCI 106 - Introductory Meteorology BIO 121 - Human Biology BIO 102 - The Biological World PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II CHM 115 - General Chemistry I CHM 116 - General Chemistry II Biology Major—BA in Life Sciences (for licensure in biology 9-12) Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: only four (rather than five) upper division Biology courses are required. Upper division Biology requirements must be traditionally graded. A GPA of 2.50 in upper division Biology courses is required for all Natural Science majors. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics BIO 361 - Plant Biology or BIO 481 - Ecology MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 248 - Biostatistics or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone 175 or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Two of the following courses: PHY 101 - Astronomy SCI 106 - Introductory Meteorology An introductory geology course Three electives from the following: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics Chemistry Major (for licensure in chemistry 9-12) Broad base requirements, plus undergraduate major in chemistry (BA): CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics (Physical Chemistry) CHM 370 - BioOrganic Chemistry (or a Biochemistry course) CHM 491 - Chemistry Seminar (four semesters) CHM 499 - Introduction to Chemical Research SCI 490 - Integrated Science or other approved Keystone MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II COM 115 or COM 111 - a public speaking course One course from: CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 482 - Advanced Inorganic Chemistry Physics Major (for licensure in physics 9-12) Broad base requirements, plus undergraduate major in physics: PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics 176 PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II SCI 490 - Integrated Science or other approved Keystone Two additional physics courses above 122; PHY 261 recommended MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics CHM 115 - General Chemistry I CHM 116 - General Chemistry II Post-baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. For a complete list of courses and descriptions, see the Course Description Search. 177 Nordic Area Studies Nordic Area Studies is an interdisciplinary program. The curriculum treats Norden (Denmark, Finland, Iceland, Norway, and Sweden) not only as a geographical area, but as an integrated cultural region with a shared history, common values, and a high degree of political, social, and economic interdependency. Courses in Nordic area studies postulate a Nordic regional identity as a context in which to appreciate the differences between the five individual countries and to understand the complexity of their interactions among themselves and the global community. Coordinator: Frankie Shackelford Nordic Area Studies Major Eight courses, six of which must be upper division - by approval of program director. Nordic Area Studies Minor Four upper division courses - by approval of program director. Other Requirements At least four of the courses required for the major must be Augsburg courses. The remainder may be transfer credits included in the major with approval of the program coordinator. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. Recommended supporting preparation: Study abroad through International Partners or HECUA (See International Programs, International Partners, and Scandinavian Urban Studies Term); independent study in Denmark, Norway, Sweden, Finland, or Iceland; and elective courses or a second major such as Norwegian, History, Political Science, Urban Studies, Business Administration, International Relations, Sociology, or Social Work. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing one of the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 178 Bachelor of Science in Nursing (BSN) Completion The Augsburg College BSN Completion program is designed exclusively for registered nurses who want to advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care settings. No longer do nurses practice only in hospitals, they are moving into communities, corporations, parishes, schools, rehab centers and long term care facilities, as well as into their own private practices. Wherever they work, nurses are making a difference in community health and well-being by providing comprehensive health care for diverse groups of persons across the lifespan. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, community assessment, leadership, and decision-making. Classes that combine shortterm immersion experiences of study both at home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as they are able. Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Nursing Faculty Joyce Miller (Chair), Cheryl Leuning, Pauline Abraham (Director, BSN program in Rochester), Marty Aleman, Katherine Baumgartner (Director, BSN program in Minneapolis/St. Paul), Kathleen Clark (Director, Augsburg Central Health Commons and the Health Commons at Cedar Riverside), Virginia McCarthy, Kaija Freborg Degree and Major Requirements Nursing Major, BSN Seven 4-semester credit hour courses, including: NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. Other Information The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time study, two courses per semester; however, students may pursue their studies at a slower and more flexible pace. Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411) requiring additional weekday time. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg College from other colleges or universities. Students in Nursing may take 179 non-nursing courses in both the Day and WEC program. Students interested in pursuing the Nursing major should consult with BSN admissions staff in the Admissions Office for assistance applying. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg College, admission to the Nursing major requires the following: • • • • • • Completed application Cumulative GPA of 2.5 or higher in the basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Evidence of HIPAA training Up-to-date immunization records Criminal background check (details provided in application process) Special conditions: • • Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg to be fully admitted to the program. Students may apply to Augsburg College prior to completion of their degree program provided all admission requirements are met prior to enrolling at Augsburg. Credit for Previous Nursing Courses Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted 28 semester credits in recognition of their previous lower division nursing coursework if the following standards are met: • • Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services (WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Students who change their major and transfer out of the BSN completion program will lose the 28 semester credit block grant and their transfer credit evaluation will be reassessed. The 28 semester credit block grant will be applied toward a Bachelor of Science degree in Nursing only. Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. Courses at Augsburg are available weekday evenings. Generally, nursing classes meet on alternate weekday evenings for four-hour time blocks. Online instruction and activities occur between face-to-face class times. Clinical practicum requirements usually occur on weekdays for selected courses. Optional immersion courses and practicums at home and abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended to work with an academic advisor to develop a plan of study when to take the liberal arts courses. Nursing majors can complete courses toward the bachelor’s degree at the Minneapolis and at the Rochester campuses. 180 Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus the practica include the following: NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care in the City or in Oaxaca, Mexico (1 semester credit) NUR 532 - Transcultural Healing and Self Care (3 semester credits) NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit) NUR 541 - The Politics of Health Care (3 semester credits) NUR 541P - Practicum: Politics of Health Care in the City or in Guatemala (1 semester credit) (see current class schedule for practicum offerings) Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will N grades). For further information, see the Latin Honors section in Academic Information. For a complete list of courses and descriptions, see the Course Description Search. 181 Philosophy Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, religious ministry, or journalism. Philosophy Faculty David Apolloni (Chair), Markus Führer, Eric Helleloid, Marit A. Peterson Degree and Major Requirements Philosophy Major Eight courses including: PHI 230 - Logic or PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level Philosophy course (other than PHI 499) Two elective courses in Philosophy Four courses must be upper division Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department of the other major. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language requirement The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor. Major in Computational Philosophy In addition to a major and minor in Philosophy, the Philosophy department also offers a cross-disciplinary major in conjunction with the Computer Science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for more information. 182 Departmental Honors Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from: PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy For a complete list of courses and descriptions, see the Course Description Search. 183 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the pre-engineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, Mary Lanzerotti, David Murr, Ben Stottrup (Chair), David Venne Physics Research Staff: Jennifer Posch Degree and Major Requirements Physics Major, BA PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II Two elective physics courses above PHY 122 MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences 184 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 261 - Electronics PHY 351 - Mechanics I PHY 352 - Mechanics II PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 486 - Quantum Physics One Physics course above PHY 122 CHM 115 - General Chemistry I CHM 116 - General Chemistry II MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Space Physics, BS 72 credits. It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 Plasma Physics, and the omission of the elective Physics course. Physics Major with Concentration in Biophysics, BS It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM, BIO, or MAT 499), and one elective from the following (in place of one elective above PHY122): BIO 253 - Introductory Cellular Biology BIO 355 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 486 - Immunology 185 CHM 353 - Quantitative Analytical Chemistry CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Instrumental Analysis MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences PHY 327 - Special Functions of Mathematical Physics PHY 430 - Introduction to Solid State Physics Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Final project submissions are due to April 1st. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Physics Minor Seven courses including: PHY 121 - General Physics I PHY 122 - General Physics II MAT 145 - Calculus I MAT 146 - Calculus II Three elective physics courses above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. 186 For a complete list of courses and descriptions, see the Course Description Search. 187 Political Science Students studying Political Science at Augsburg College are provided with the tools needed for political engagement and pursuit of advanced degrees. Political science focuses on the role of power and authority in human affairs, an understanding necessary to know how to effect change. Augsburg Political Science students have the benefit of experienced faculty who teach courses in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic politics, urban and environmental politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Grounded in the diverse and international community around our college, the department directly engages the world and issues around us. Political scientists use systematic inquiry and analysis to shed light on the dynamics of a range of phenomena, including elections, wars, poverty, human rights, regime change, and migration. Majors explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, students relate insights from other disciplines, such as Philosophy, Psychology, Economics, History, and Sociology, to the study of politics. Covering several subfields of political science, the major supplies the breadth appropriate for graduate work in political science, public administration, public policy, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach in the Twin Cities area. Combined with broad, balanced, and flexible course offerings, these special opportunities enhance the student’s potential for graduate study and a successful career. Faculty Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements A 2.0 minimum grade is required in all courses taken for the major. Political Science Major Ten courses: POL 158 - Introduction to Political Science POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 160 - World Politics POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 188 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science 11 required courses including: POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking Electives (five total): Three courses from the choices below: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought POL 381 - Topics: Democratic Theory And two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 10 courses plus an internship, including: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics POL 121 - American Government and Politics or POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior ECO 490 - Research Methods in Econometrics or POL 483 - Political Statistics and Methodology or SOC 362 - Statistical Analysis POL 484 - Political Analysis One Course from the Following: POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 124 - American Women and Politics POL 158 - Introduction to Political Science POL 160 - World Politics POL 170 - Law in the United States Four Courses from the Following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior 189 POL 342 - Mass Communication in Society POL 370 - Constitutional Law POL 371 - Topics POL 381 - Topics: Democratic Theory POL 421 - Topics: American Politics POL 461 - Topics: International Politics ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Regional Planning Plus an internship, usually taken as POL 399. Notes • • • • • • POL 140 can be substituted for POL 122, with advisor approval. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III. The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a Political Science department faculty member supervising the internship, and must fulfill certain academic requirements, which will be explained by the supervising faculty member. Substitutions to the courses above can be approved by the department chair. For example, the department sometimes offers relevant topics courses under numbers not listed above. Political Science Areas (I) (II) (III) (IV) (V) American Government and Politics Comparative Politics and Analysis International Politics Public Law Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not P/N). Exceptions may be made in extraordinary circumstances. Political Science Minor Five courses, including: POL 121 - American Government and Politics or POL 122 - Metropolitan Complex or POL 170 - Law in the United States POL 158 - Introduction to Political Science And at least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. 190 Pre-Law Minor Four Required Courses: POL 121 - American Government and Politics POL 170 - Law in the United States Two of the following: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking Two electives from the following: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor Core courses: POL 121 - American Government and Politics or POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior POL 399 - Internship Three of the following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior POL 342 - Mass Communication in Society POL 381 - Topics in Democratic Theory POL 421 - Topics in American Politics POL 461 - Topics in International Politics ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Metro-Urban Planning Notes • • • POL 140 can be substituted for POL 122, with advisor approval. If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 - Principles of Macroeconomics (elective for social science core) 191 ECO 113 - Principles of Microeconomics (elective for social science core) ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics One other upper division Economics course Education Courses: EDC 200 - Orientation to Education in an Urban Setting (required for licensure) ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: POL 121 - American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 192 Psychology Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, religious institutions, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Stacy Freiheit (Chair), Ben Denkinger, Grace Dyrud, O. Evren Guler, David Matz, Bridget Robinson-Riegler, Nancy Steblay, Henry Yoon Degree and Major Requirements Psychology Major The major is 10 courses including: PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II At least one course from the following: PSY 325 - Social Behavior PSY 354 - Cognitive Psychology PSY 355 - Biopsychology At least one course from the following: PSY 491 - Advanced Research Seminar PSY 493 - Seminar: Contemporary Issues Professional Perspectives: PSY 400 - Keystone Internship At least one course from the following: PSY 201 - Health Psychology PSY 235 - Psychology and Law PSY 263 - Sports Psychology PSY 357 - Behavioral Analysis PSY 359 - Assessment PSY 373 - Industrial/Organizational Psychology PSY 385 - Counseling Psychology PSY 410 - Clinical Neuropsychology Electives (three courses in psychology) Majors are encouraged to take more than the minimum 10 required psychology courses. 193 Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical Psychology The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a real-world mental health setting. See the department chair for specific requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas—research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County courts. See the department chair for specific requirements. Concentration in Social Psychology Both the Sociology and Psychology Departments offer courses relevant to students with interests in social psychology. The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is ideal for graduate school preparation. See the department chair for specific requirements. Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. 194 Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400, and 499 may be counted. For a complete list of courses and descriptions, see the Course Description Search. 195 Religion, Youth and Family Ministry In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own religious beliefs and those of their neighbors, to gain a broader view of the role of faith in public life, and to better understand our global context. As an academic discipline, religion probes many of life’s critical questions: • • • • • • • • Who are we as human beings and where did we come from? Why do bad things happen? How can we live meaningful lives? What happens after we die? How do our values shape our choices? What is our responsibility to others? What texts are sacred and how should we read them? How can we encourage cooperation and respect among people of different faiths? Students begin their search for meaning in the Core Curriculum courses, REL 100, 200, or 300. Here they learn to articulate their own beliefs and to understand that what they believe really matters. Students engage in a close reading of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social issues. They also explore their own gifts and how these might be used in service of the broader community as they pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in Religion, which offers a wide range of courses in theology, biblical studies, and world religions. As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in dialogue with Christians from all denominations, with people who practice other faith traditions, and with those who claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and learn from one another and to think critically about matters of faith and reason in our lives together. Faculty Russell Kleckley (Chair), Lori Brandt Hale, Mary Lowe, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Beverly Stratton, Marty Stortz, Mark Tranvik, and Hans Wiersma Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites REL 100 (or 300 for advanced transfer students) is prerequisite to all other courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Students who have taken an approved introductory course in Bible and/or Christian theology at another college may take REL 300 in place of the College REL 100 and 200 requirement; consult the Registrar’s Office. Advising All majors must have an advisor in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. 196 Religion A Religion major provides a strong foundation in the liberal arts and prepares students for professional work and graduate studies in a wide range of fields. Since the major requires only eight courses (32 credits), students are encouraged to double-major in a related field. Students considering seminary should take two Bible courses and one course in theology or church history. Students planning on graduate studies in religion ought to complete one Bible course, a world religions course, and the Philosophy of Religion course. A Religion major also provides strong preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools. Degree and Major Requirements Religion Major, BA Eight courses (32 credits) including: REL 210 - Research Methods in Religion REL 495 - Religion Keystone Six additional electives (24 credits) Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. MUS 432 – Church Music and Worship, may also be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major S: REL 302, 386 or consult with advisor for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Religion Minor Five religion courses (20 credits) including REL 100. (Advanced transfer students take REL 300 and 16 credits of electives.) Note for majors and minors: Students are required to have at least a 2.0 GPA in courses counted toward the major or minor. One or two courses (4-8 credits) in Youth and Family Ministry (YFM) may count toward the Religion major or minor. MUS 432 – Church Music and Worship, may also be applied to the minor. For a complete list of courses and descriptions, see the Course Description Search. 197 Youth and Family Ministry The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site fieldwork. A Youth and Family Ministry minor is also offered. Associate in Ministry (AIM) Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod and with a YFM advisor no later than their second year. Youth and Family Ministry Major 60 credits including: Theology core (24 credits): REL 210 - Research Methods in Religion REL 301 - Interpreting the Old Testament REL 302 - Interpreting the New Testament REL 362 - Martin Luther and the Reformation REL 481 - Contemporary Theology REL 495 - Religion Keystone Youth and family ministry core (16 credits): YFM 208 - Vocational Formation I [required non-credit experience] YFM 209 - Vocational Formation II [required non-credit experience] YFM 235 - Foundations for Ministry with Youth and Families YFM 305 - Ministry Practices YFM 358 - Life and Work of the Church YFM 399 - Internship Youth and family ministry electives (8 credits): YFM 205 - Exploring Topics in Youth and Family Ministry (choose two topics course from a list of 2 credit courses) One other 200-level, 300-level, or 400-level REL or YFM course not already used towards the major and preapproved by the student’s advisor. And three supporting courses (12 credits): SOC 231 - Family Systems: Cross Cultural Perspective PSY 105 - Principles of Psychology PSY 250 - Child Development or PSY 252 - Adolescent and Young Adult Development Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by the following: QR: GST 200, MAT 145, MAT 146, or PHI 230; or by the QR requirement for a second major 198 Youth and Family Ministry Minor The minor consists of the following five courses (20 credits): YFM 235 - Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 - Ministry Practices YFM 358 - Life and Work of the Church One Bible survey course from: REL 301 - Interpreting the Old Testament REL 302 - Interpreting the New Testament One theology course from: REL 362 - Martin Luther and the Reformation REL 481 - Contemporary Theology One course (4 credits) from the theology core, YFM core, or YFM electives as listed in the major. For a complete list of courses and descriptions, see the Course Description Search. 199 Social Studies Teaching Licensure Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Chris Brown, Secondary Education Social Studies Coordinator Social Studies Teaching Licensure Core requirements: ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography HIS 120 - America to 1815 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Human Society ANT 141 - Introduction to Cultural Anthropology Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Chris Brown for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 200 Social Work Professional social work is for students who have the desire to better the lives of people. Social work is for students who want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, and political science. The curriculum will prepare you for internships in a range of human service agencies including, schools, hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The program addresses multicultural practice through a required course and also a special elective course on Intergroup Dialogue. The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice and prepared to work in multicultural settings. Students graduating with a Social Work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five percent pass the exam on their first attempt. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog. Social Work Faculty Michael Schock (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Ankita Deka, Christina Erickson (BSW Field Coordinator), Melissa Hensley, Ericka Kimball, Bibiana Koh (BSW Program Director), Barbara Lehmann, Terrence Lewis, Nancy Rodenborg Degree and Major Requirements The BSW degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that are open to non-majors are designated with an asterisk. The Supporting Courses Select one of these three courses: SWK 100 - Introduction to Professional Social Work* SWK 210 - Environmental Justice and Social Change* SWK 230 - Global Peace and Social Development* Select one of these four courses: ECO 112 - Principles of Macroeconomics POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy Take these four courses: BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Human Society SWK 280 - Diversity and Inequality in Professional Practice* Select one of these two courses: SOC 362 - Statistical Analysis MAT 163 - Introductory Statistics 201 Elective course, not required for degree: SWK 240 - Intergroup Dialog GPA Requirements for degree completion The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum grade of 2.0 is required for each upper level course and a 2.2 cumulative GPA is required in the supporting program. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163 or SOC 362. Pass/No Credit Maximums for Majors All Social Work majors must take their upper level courses with traditional grading. Social Work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation. Students seeking Latin and Department Honors may only take two P/N credits. (See Latin Honors in Academic Information for additional details.) Social Work Major Ten upper level courses: SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 307 - Field Work 1: Integrative Seminar SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Field Work 3: Integrative Seminar SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course) Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to incorporate some social welfare perspectives to their chosen career. Six courses including: SWK 100 - Introduction to Professional Social Work SWK 301 - History and Analysis of Social Policy SWK 303 - Human Development and the Social Environment SWK 406 - Social Work Practice 3: With Communities and Policies SOC 265 - Race, Class and Gender And one course from: POL 121 - American Government and Politics POL 158 - Political Patterns and Processes POL 325 - Politics and Public Policy Required Social Work Field Placement Students are required to take a field placement at a social service agency in their junior and senior year. The field placements are a total 120 hours each semester which is 240 hours over the course of one year. 202 No credit for non-academic work In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or previous work experience. Admission to the Major Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work major must complete the application materials and be officially admitted to the Social Work program before beginning the first field placement in the junior year. Social Work majors must have a cumulative 2.20 GPA to enter the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400level courses restricted to Social Work majors only. Contact the Social Work Department for details. Departmental Honors The Social Work Department offers students the opportunity to earn departmental honors through the completion of an applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall GPA of 3.3 and maintain a cumulative GPA of 3.6 in all Social Work classes at the 300-level and above. Honors applicants may take up to two courses as P/N (pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with the advisor or program director for complete details and deadlines. Social Work Study Abroad Opportunities The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study abroad at some point in their college career. Through The Center for Global Education, the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior year study social work in Mexico and finish their degrees on time. A similar option is offered for study in Norway. The Social Work department also offers a rotating selection of faculty-led, short courses to foreign countries such as China, Slovenian, South Africa and India. Social Work Course Sequence Social Work Entry Level Courses, SWK 280, and SWK 240 elective The Social Work major offers three ways to begin the BSW degree: SWK 100 is for those students interested in the breath of the profession; SWK 210 is for students whose interest is in environmental issues and social change strategies; and SWK 230 is for students interested in international social work and global issues. All three courses are equal as introductions to the major. All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency, program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK 280, which is to be taken after the entry level courses. A special elective course SWK 240: Intergroup Dialogue is offered for students who want a more direct learning experience in human diversity. Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart. For a complete list of courses and descriptions, see the Course Description Search. 203 Sociology Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization provides the opportunity to improve the world we have created and in which we live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. The department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning. Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives. Students also may take an independent study, special topics course, or field study toward that end. The major in Sociology has equipped our alumni to understand and function more effectively in the social world as professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research positions, human resources positions in both government and private corporations, criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human services, social work, urban planning, and the ministry. Sociology Faculty Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to choose courses that add other skills related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core courses: SOC 121 - Introduction to Human Society SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory SOC 490 - Senior Seminar and Keystone At least three of the following upper division courses (Prerequisite: SOC 121): SOC 320 - Sociology of Law SOC 349 - Sociology of Organizations SOC 375 - Social Psychology SOC 377 - Organizational Crime and Deviance SOC 380 - Disaster and Resilience SOC 381 - City and Regional Planning SOC 387 - Juvenile Delinquency 204 SOC 390 - Social Problems Analysis SOC 399 - Internship Two additional sociology electives Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the major. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 205 Theater Arts Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the study of theater embraces both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and diversity as they find and express their own creative visions. The program prepares them well to continue with their education and/or become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to encourage non-majors to become involved in our department, we offer six theater arts minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, while also exploring connections between theory and application. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater arts can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Arts Faculty Darcey Engen (Chair), Michael Burden, Martha Johnson (Chair), Sarah Myers, Barbra Berlovitz, Warren C. Bowles, David DeBlieck, Christina Ham, Karen Mulhausen, Sandra Schulte, Dario Tangelson, Stephanie Lein Walseth, and Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Arts Department currently offers both a Theater Arts major with one (or more) concentrations and a Theater Arts major without a concentration. There are three choices for concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. The Theater Arts major with a concentration requires the following: the theater core curriculum, one concentration requirement, one concentration elective, plus two Theater major electives. Each concentration requires 10 production units taken as THP practicum courses. The Theater Arts major without a concentration consists of the nine theater core curriculum courses plus 5 production units taken as THP practicum courses. Graduation Skills The Theater Arts Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145, MAT 146, or PHY 119. 206 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Theater Arts Major Nine core courses: THR 228 - Introduction to Stagecraft THR 232 - Acting THR 245 - Introduction to Asian and Asian American Theater THR 250 - Script Analysis: Foundations of Theater THR 270 - Introduction to Black Theater THR 328 - Theatrical Design THR 361 - Theater History and Criticism I THR 362 - Theater History and Criticism II THR 366 - Stage Direction Theater Major Electives For each of the three concentrations, students may choose two electives from the following pool of courses. Within a single concentration, a course can count as a theater major elective only if NOT taken to satisfy a concentration requirement or concentration elective: THR 226 - Movement for Theater THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application THR 233 - Acting for the Camera THR 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 265 - Computer Drafting for the Stage and Architecture THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 295 - Topics THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 350 - Voice for Speech, Stage and Screen THR 365 - Advanced Acting THR 425 - New Methodologies of Stage Direction and Dramaturgy THR 495 - Topics ENL 221 - Expository Writing about the Arts ENL 330 - Shakespeare ENL 338 - British and Commonwealth Drama ENL 358 - Readings in American Drama ENL 368 - Readings in World Drama NAS 352 - Modern Nordic Drama Performance Concentration Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus the electives and requirements listed below. Students in the performance concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional internship at a local Twin Cities theater. To fulfill this concentration: Thirteen THR courses—nine required core courses, one performance concentration requirement, one performance concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses. 207 Performance Concentration Requirement: THR 365 - Advanced Acting Performance Concentration Electives: Select and complete one of the following: THR 226 - Movement for Theater THR 350 - Voice for Speech, Stage and Screen Theater Major Electives: Select and complete two of the courses listed above under general Theater Major Electives. Within the performance concentration, a course can count as a Theater major elective only if NOT taken to satisfy a performance concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Directing/Dramaturgy/Playwriting Concentration Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus the requirements and electives listed below. Students in the directing/dramaturgy concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting concentration requirement, one directing/dramaturgy/playwriting concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses. Directing/Dramaturgy/Playwriting Concentration Requirement: THR/ENL 325 - Playwriting I Directing/Dramaturgy/Playwriting Concentration Electives: Select and complete one of the following: THR/ENL 326 - Playwriting II THR 425 - New Methodologies of Stage Direction and Dramaturgy ENL 221 - Expository Writing about the Arts Theater Major Electives: Select and complete two of the courses listed above under general theater major electives. Within the directing/dramaturgy/playwriting concentration, a course can count as a theater major elective only if NOT taken to satisfy a directing/dramaturgy/playwriting concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one main-stage show Design/Technical Concentration Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus the requirements and electives listed below. Students in the design/technical concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: 208 Thirteen THR courses--nine required core courses, one design/technical concentration requirement, one design/technical concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses. Design/Technical Concentration Requirement: Select and complete one of the following: THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance Design/Technical Concentration Electives: Select and complete one of the following: THR/FLM 230 - Scenic Painting: Paint for Stage, Film and Faux Application THR 265 - Computer Drafting for the Stage and Architecture Theater Major Electives: Select and complete two of the courses listed above under general Theater major electives. Within the design/technology concentration, a course can count as a Theater major elective only if NOT taken to satisfy a design/technology concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Curricular Planning Information First-years planning to major in theater arts should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 328, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete a substantial independent project of honors quality within the major. Honors candidates should meet with their departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper division theater arts courses at Augsburg. Students pursuing one of the three theater concentrations should complete ten practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of seven practicum units within the department. Students transferring with junior standing should complete a minimum of five practicum units within the department. Theater Arts Minors The Theater Arts Department offers six minors: Musical Theater, Performance, Design/Technical, Film/Performance, Theater History and Criticism Dramaturgy, and a general Theater Arts minor. Please note: ALL Theater Arts minors are required to complete five Theater practicum units (THP credits) in any of the three areas (acting/performance, production, or artistic/production management). 209 Musical Theater Minor (5 courses): Four Required Courses: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater Take one of the following: THR 365 - Advanced Acting MUE 294/494 - Opera Workshop Plus 5 THP (practicum) credits Performance Minor (5 courses): Two Required Courses: THR 232 - Acting THR 250 - Script Analysis Take three of the following: THR 116 - Creative Drama: Acting and Improvisation THR 222 - Introduction to Theater THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech and Screen THR 365 - Advanced Acting THR 495 - Topics Plus 5 THP (practicum) credits Design/Technical Minor (5 courses): One Required Course: THR 328 - Theatrical Design Take four of the following: THR 228 - Introduction to Stagecraft THR 250 - Script Analysis: Foundations of Theater THR/FLM 230 - Scenic Painting: Paint for Stage, Film, and Faux Application THR/FLM 275 - Lighting and Sound for the Stage THR/ART 280 - Costumes and Makeup for Performance Plus 5 THP (practicum) credits Film/Performance Minor (5 courses): Two Required Courses: THR 232 - Acting THR 233 - Acting for the Camera Take three of the following: ENL 241 - Introduction to Cinema Arts THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech, and Screen THR 365 - Advanced Acting Plus 5 THP (practicum) credits 210 Theater History and Criticism Dramaturgy Minor (5 courses): Four Required Courses: THR 250 - Script Analysis: Foundations of Theater THR/ENL 325 - Playwriting I THR 361 - Theater History Criticism I THR 362 - Theater History Criticism II Take one of the following THR 299 - Directed Study: Dramaturgy THR 299 - Directed Study: Theater History and Criticism Plus 5 THP (practicum)) credits Theater Arts Minor (5 courses): Four Required Courses: THR 232 - Acting THR 250 - Script Analysis: Foundations of Theater THR 362 - Theater History Criticism II THR 366 - Stage Direction Take one of the following: THR 228 - Introduction to Stagecraft THR 328 - Theatrical Design Plus 5 THP (practicum) credits Theater Practicum Courses THP courses involve practicum teaching and learning in the context of play productions and are required for the Theater Arts major/minor. All THP Theater practicum courses are taken for noncredit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) successful and timely completion of practicum area for which student is registered; 2) positive and professional attitude and work ethic demonstrated by the student; and 3) demonstrated competency in practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require: • • • • • Consent and signature of instructor Supervision by theater faculty A minimum of 25 hours of assessed participation by the student Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the Registrar’s Office Please note: • • • • • • • All majors will complete at least one THP 123 unit in costumes. All majors will complete one THP 133 in lighting. THP courses may be repeated. Crew work required for classes/coursework does not count towards practicum credit. Work-study hours do not count towards practicum credit. Completion of THP 115/125 and 116/126 counts as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. THP requirements for transfer students are explained under “Transfer Students,” above. 211 Theater Practicum Courses–Areas All Theater Arts majors in all three concentrations are required to complete 10 practicum units (THP) from the three established areas below. Area 1: Performance Each major will complete between one and five THPs from the performance area. THP 111/121/131/141/151 - Theater Practicum: Acting/Performance Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Area 2: Production Each major will complete between four and eight THPs from the production area. THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management–small project THP 116/126/136 - Theater Practicum: Stage Management–large project Area 3: Artistic/Production Management Each major will complete one THP from this area. THP 117/127/137 - Theater Practicum: Artistic Assistance For a complete list of courses and descriptions, see the Course Description Search. 212 Women’s Studies The Women’s Studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Cass Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: WST 201 - Foundations in Women’s Studies WST 315 or another mid-level course in feminist theory selected from an approved list WST 485 - Senior Seminar WST 199/399 - Internship* *WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested students should speak with the WST director. The remaining six electives are to be selected from approved Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must be upper division courses. Students may take courses at any of the colleges participating in the Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Minors and Concentrations Students majoring in Women’s Studies can pursue a concentration in Sexuality and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. Women’s Studies Minor Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Women’s Studies Program Coordinator. 213 Sexuality Studies Minor or Concentration The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: WST 201 - Foundations in Women’s Studies SOC 266 - Sociology of Sexualities WST 305 - Introduction to Queer Studies Elective Courses in Sexuality Studies: WST 250 - Global Perspectives on Gender and Sexuality WST 315 - Margins as Center: Feminist Theory HPE 316 - Human Sexuality WST 281/481 - Topics Global Women’s and Gender Studies Minor or Concentration The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: POL 359 - Topics: Women in Comparative Politics WST 201 - Foundations in Women’s Studies WST 315 - Margins as Center: Feminist Theory Elective Courses in Global Women’s and Gender Studies: WST 250 - Global Perspectives on Gender and Sexuality WST 281/481 - Topics WST 313 - Environmental Theology and Ethics (CGE) WST 341 - Globalization, Social Struggles and the Environment (CGE) WST 357 - Mexican History, Culture and Cosmovision (CGE) WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa WST 366 - Latin American Liberation Theologies (CGE) AIS 208/408 - Native American Women and Film AIS/INS 233 - Women: A Cross-Cultural Perspective AIS 305 - Indigenous Issues of Central America AIS 320 - American Indian Women ENL 365 - Contemporary Post Colonial Fiction HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements in Latin America Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in Women’s Studies are urged to consult with the director of Women’s Studies immediately upon transfer. The Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Women’s Studies for approval of courses for the major or minor. 214 For a complete list of courses and descriptions, see the Course Description Search. 215 Augsburg College Board of Regents For more details, go to www.augsburg.edu/about/leadership/regents/. Andra Adolfson Dan W. Anderson ‘65 Ann B. Ashton-Piper Jennifer P. Carlson, J.D. Bishop Rick Hoyme, ex-officio Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Rev. Rolf Jacobson, Ph.D. Eric J. Jolly, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D., Chair Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Curtis A. Sampson Bishop Ann M. Svennungsen, ex-officio Gary A. Tangwall ’80 Rev. Norman W. Wahl ’76, D.Min. Bonnie Wallace Steven J. Wehrenberg ‘78 Rev. Mark N. Wilhelm, Ph.D., ex-officio ELCA Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Program Director for Schools The Rev. Dr. Mark Wilhelm 216 Augsburg College Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. College Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD, University of Minnesota. Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg College. Karen Kaivola (2013). Provost and Chief Academic Officer. BA, Georgetown University; MA, Ph.D., University of Washington. Beth Reissenweber (2014). Chief Financial Officer. BS, Elmhurst College; MBA, Indiana University; PhD, University of Nebraska. William Mullen (2013). Vice President of Enrollment Management. BA, Lawrence University; MBA, Capella University; EdD, University of Minnesota. Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead. Administration Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State University-Moorhead; MA, Augsburg College. Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University; MDiv, University of Chicago Divinity School; PhD, Union Institute. Jesse Cashman (2011). Director, Public Safety and Risk Management. BA, College of St. Scholastica; MA, University of St. Thomas. Dulce Oliva Monterrubio (2014). Director, Hispanic/Latino Student Services. BA, Augsburg College. Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington University. Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College. Dionne Doering. Chief Human Resources Officer. BA, Baylor University, MBA, University of Massachusetts, Amherst. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, Ph.D., Washington State University. Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa. Nathan Gorr (2006). BA, University of Minnesota, Morris. Amy Gort (2009). Assistant Vice President and Dean of Arts and Sciences. Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at Champaign-Urbana. Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota. Nathan J. Hallanger (2008). Senior Analyst, Academic Affairs. BA, Augustana College; MTS, Harvard Divinity School, Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary. 217 Kevin Healy (2004). Director, Advancement Services. BS, Carroll College. Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS, University of Oregon. Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St. Mary Seminary. Penh Lo (2008). Director, Pan-Asian Student Services. BS, Minnesota State University, Mankato. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale University; DMin, San Francisco Theological Seminary. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University; EdM, Harvard University. Regina McGoff (1992). Director of Center for Global Education. BS, University of Minnesota; MBA, University of St. Thomas. Donna McLean (1985). Director of Development Initiatives. BA, University of Minnesota. Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State University, Mankato. Jane Ann Nelson (1999). Director of Library Services. BA, University of Sioux Falls; MA, University of Minnesota. Aly C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota. Lori A. Peterson (2004). Assistant Vice President and Dean of Graduate and Professional Studies. Assistant Professor of Business Administration. BSB., Carlson School of Management, University of Minnesota; MEd, PhD, University of Minnesota. Joanne Reeck-Irby (2008). Director of Campus Activities and Orientation. BA, MA, University of Minnesota. Maureen Reed (2011). Executive Director, Nobel Peace Prize Forum. BA, MD, University of Minnesota. Staney Rostad. Controller. BS, John Carroll University, MBA, Indiana University. Kathy Rumpza. Director of Marketing Communication. BS, University of Minnesota, MA, Augsburg College. Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University. Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Undergrad Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State University, Mankato. Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Kim Stone (2008) Director of Alumni and Constituent Relations. BA, Minnesota State University, Mankato; MBA, Nova Southeastern University. Keith Stout (2012). Director of Leadership Gifts. BA, Metro State College, Denver. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota. Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University. 218 Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. Paul L. Terrio (1990). Director, Student Financial Services. BA, Augsburg College. Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American University. Martha Truax (2007). Director of Annual Giving. BA, Macalester College. Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW, University of Connecticut. Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota. Karl Wolfe (2007). Director Rochester Program. BA, Azusa Pacific University; MDiv, Asbury Theological Seminary; EdD, Pepperdine University. 219 Faculty (Full-time) A Pauline J. Abraham (2005). Assistant Professor of Nursing. A.D., Rochester Community College; BSN., Winona State University; MA, Augsburg College. Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota. Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota. Elizabeth Ankeny (2008). Associate Professor of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminar; PhD, University of Minnesota. B Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. David D. Barrett (2011). Assistant Professor of Health and Physical Education. AA, Normandale Community College; BA, Texas Lutheran University; MEd, Southwest Texas State University; PhD, University of Minnesota Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene University; MPAS, University of Nebraska. Bruce Batten (2008). Assistant Professor of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia. Katherine A. Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State University-Mankato; MA, Augsburg College. Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota. Annie J. Berger (2014). Instructor of Physician Assistant Studies. BA, Gustavus Adolphus College; MPA, Massachusetts College of Pharmacy and Health Sciences. Tracy A. Bibelnieks (2002). Associate Professor of Mathematics. BA, St. Olaf College; MS, PhD, Clemson University. Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. 220 Michael Buck (2010). Assistant Professor of Music. BME, St. Olaf College; MME, Vandercook College of Music; PhD, University of Southern Mississippi. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical Director). BA, Augsburg College; MFA, University of Minnesota. Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of Minnesota. C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of Wisconsin-Stout; EdD, University of Minnesota Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD, North Dakota State University. Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University. Anthony J. Clapp (2001). Associate Professor of Health and Physical Education. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MA, Augsburg College. Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Assistant Professor of Political Science. PhD, Indiana University-Bloomington. David A. Conrad (2000). Assistant Professor of Business Administration. Assistant Director, MBA Program in Rochester. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois-Urbana. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music. Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of WisconsinMadison. Grace B. Dyrud (1962). Professor of Psychology. BA, MA, PhD, University of Minnesota. 221 E Karen Ekstrand (2014). Assistant Professor of Education. BS, Bemidji State University; MS, Winona State University. Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse University. Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA, University of WisconsinMadison. Carol A. Enke (1986). Instructor of Health and Physical Education. BS, MEd, University of Minnesota. Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of Minnesota – Duluth; PhD, University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. F Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois. Margaret J. Finders (2014). Associate Professor of Education. BA, MA, PhD, University of Iowa. Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University. Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. G Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois–ChampaignUrbana. Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University. William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota. Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD, University of Minnesota. Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. H Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. 222 Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MA, Art Institute of Boston. I Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin; PhD, University of Minnesota. Colin C. Irvine (2003). Associate Professor of English. BA, Carroll College; MA, University of Notre Dame; PhD, Marquette University. Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. J Martha B. Johnson (1988). Professor of Theater Arts. BA, MA, PhD, University of Wisconsin-Madison. K Amin E. Kader (1974). Associate Professor of Business Administration. BComm, University of Cairo; MBA, University of Michigan. Roberta S. Kagin (1974). Associate Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University. Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD, Eastman School of Music. Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota. Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith College; PhD, University of Minnesota. Gregory P. Krueger (2000). Assistant Professor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison. L Steven J. LaFave (1991). Professor of Business Administration. BA, Michigan State University; MA, University of Michigan; MBA, University of Minnesota. Michael J. Lansing (2005). Associate Professor of History. BA, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. Mary Y. Lanzerotti (2014) Assistant Professor of Physics. AB, Harvard University; MPhil, University of Cambridge; MS, PhD, Cornell University. 223 David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case Western Reserve University. Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Terrence Lewis (2011). Assistant Professor of Social Work. BA, Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa. Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. M M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. B.A. Bemidji State University; M.S., North Dakota State University; Ph.D. Texas A & M University. Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington; DNP, St. Catherine University. Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College. Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, Luther-Northwestern Seminary. Sarah Myers (2009). Assistant Professor of Theater Arts. BS, Northwestern University; MFA, PhD, University of Texas. N Steven J. Nerheim (2004). Medical Director, Assistant Professor, part-time, Physician Assistant Studies. BA, Northwest College; MDiv, Luther Theological Seminary; MD, University of Minnesota. O Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. 224 Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD, University of Minnesota. Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota. Miles Ott (2014) Assistant Professor of Mathematics. BA, Smith College; MPH, University of Minnesota; MS, Harvard University; PhD, Brown University. P Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Donna R. Patterson (2006). Assistant Professor, full-time, Education. BA, MEd, University of Minnesota. Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota. Christine Peper (2014). Assistant Professor of Education. BA, University of Minnesota; MEd, Southeastern Louisiana University; PhD, University of Minnesota. Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire; MA, St. Mary’s College; MS, University of Minnesota; PhD, University of Colorado. Lori A. Peterson (2006). Assistant Professor of Business Administration. BS, Carlson School, University of Minnesota; MEd, PhD, University of Minnesota. Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National University, Tehran; MA, University of Nice; PhD, University of California, Los Angeles. Diane L. Pike (1981). Professor of Sociology. AB, Connecticut College; PhD, Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. R Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota. Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. S Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. Emily Schilling (2014). Assistant Professor of Biology. BA, Colgate University; MS, PhD, University of Maine. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Kathryn A. Schwalbe (1991). Professor of Business Administration. BS, University of Notre Dame; MBA, Northeastern University; PhD, University of Minnesota. 225 Frankie B. Shackelford (1990). Professor of Modern Languages. BA, Texas Christian University; PhD, University of Texas. Barbara Short (2011). Associate Professor of Education. BA, Augustana College; MS, EdD, Illinois State University. Kaija Sivongsay (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg College. Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota, Twin Cities. Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University. Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota. Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University. Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Beverly J. Stratton (1986). Professor of Religion. BA, MA, Boston University; MA, DTh, Luther Seminary. Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. T Ismael S. Talke (2012). Assistant Professor of Mathematics. BSc, University of Asmara; MSc, University of Natal; MSc, PhD, Montana State University. Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Joseph Towle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA, PhD, University of Minnesota. Mark D. Tranvik (1995). Executive Director of Bernhard Christensen Center for Vocation. Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska; DPA, Hamline University. U Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health and Physical Education. BA, Gustavus Adolphus College; MS, Mankato State University. V Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. 226 David E. Venne (1990). Atmospheric Science. Assistant Professor of Physics. BS, University of Minnesota; PhD, Iowa State University. Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd, Georgia Southwestern College. W Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana; PhD, University of NebraskaLincoln. Mzenga A. Wanyama (2006). Assistant Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver; BS, MA, Minnesota State University-Mankato. Shana K. Watters (2007). Associate Professor of Computer Science. AA, Northern Virginia Community College; BS, South Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota. Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud State University; MS, Syracuse University. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Assistant Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia University. John M. Zobitz (2007). Associate Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University. Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University. Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota. John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota. Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota. Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota. 227 Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. Marilyn E. Florian (1980). Professor Emeritus of Health and Physical Education. BA, Augsburg College; MS, St. Cloud State University. Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota. Jerry Gerasimo. Professor Emeritus of Sociology. BA, Lake Forest College; MA, PhD, University of Chicago. Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University. Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin. Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota. Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University. Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. 228 Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley. Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota. Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Edor C. Nelson. Professor Emeritus of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota. Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota. Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University. Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh, ThD, Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University of Heidelberg, Germany. Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St. Thomas; PhD, University of Minnesota. Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa. 229 David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania. 230
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Title: Augsburg College Graduate Catalog, 2014-2015
Collection: Course Catalogs
Search Result: 2014-2015 Graduate Catalog at Augsburg College Graduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies...
Show more 2014-2015 Graduate Catalog at Augsburg College Graduate Catalog 2014-2015 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Graduate Catalog contains information about academic program requirements and academic and student policies and procedures for fall semester 2014 - summer semester 2015. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2014 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President I am pleased to know of your interest in Augsburg College’s exciting and innovative graduate programs. You are part of a select and discerning group of professionals who seek to find a graduate program that combines an excellent curriculum, a values-based approach to work, a talented and experienced faculty, and program formats that meet the needs of busy and successful people. Augsburg College’s graduate-level programs in Business Administration, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, and Social Work are distinguished by the opportunities they provide students to expand decision-making and strategic skills. Augsburg College is characterized by a strong mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran church, and shaped by its urban and global settings. For our graduate programs, this mission helps to shape an innovative educational experience that features an expansive perspective on social responsibility, economic realities, business initiative, and environmental sustainability. At Augsburg College we believe that our distinctive educational purpose is to help you find your calling, at work and in the world. Augsburg graduate programs are designed to offer you quality educational experiences, personal attention, and opportunities to expand your personal and professional talents and skills. We are confident that our graduates are prepared for leadership in our ever-changing global society, the hallmark of an Augsburg degree. Sincerely, Paul C. Pribbenow, Ph.D. President 2 Greetings from the Academic Affairs Office Welcome to graduate studies at Augsburg College. We are committed to education that prepares people for leadership in their communities and places of work. We believe that learning based upon intentional integration of the liberal and professional arts and sciences provides the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. We expect our graduate students to achieve tangible and measurable outcomes from their studies at Augsburg: specialized knowledge in a field of study, applied and collaborative learning, advanced intellectual skills (especially in engaging diverse perspectives and communication fluency), and demonstrated civic and global learning. When you join Augsburg, you become part of a community that offers lifelong learning opportunities in state-of-the-art physical and online classrooms with accessible libraries and dedicated faculty and staff. Our locations in vital metropolitan areas and the opportunities we provide for international travel offer exciting and challenging real-life learning. Cities and countries become extended campuses for Augsburg students. Additionally, the diversity in our own campus community ensures that our graduates are prepared for the range of experiences and perspectives that characterize today’s global environment. All of our graduate programs share distinctive qualities, including our commitment and mission to be of service, with one another and to our neighbors. Inspired by the faith of our Lutheran founders to be inclusive to the early immigrants who came to Augsburg’s doors, we welcome a diversity of cultures and faiths. And, we encourage interdisciplinary courses and opportunities for you to study with colleagues across disciplines. At the same time, each graduate program also has its own “neighborhood” and unique features. You join a body of experienced people that expands your network of employer connections and career opportunities. We encourage our alumni to become your mentors and build on our city and global connections through public events, including our convocations and our annual, internationally-recognized Nobel Peace Prize Forum. We are companions on your journey in fulfilling your dream of a graduate degree and we cannot wait to meet you. Sincerely, Lori A. Peterson Assistant Vice President of Academic Affairs and Dean of Graduate and Professional Studies 3 About Augsburg At Augsburg College, we believe that graduate education should prepare gifted people for positions of leadership in their communities and places of work. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to apply critical thinking, problem solving, and advanced communication skills in a collaborative approach within that discipline, thereby engaging others with diverse perspectives in the work of advancing civic and global initiatives critical for a sustainable future. The heart of an Augsburg education is the Augsburg mission, informed by the liberal and professional arts and sciences, to serve our neighbors in the heart of the city and out into the world with faith-based, ethical values. We welcome students from a diversity of backgrounds and experiences. Also, our programs look to the world through international courses and cultural exchanges. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Augsburg Today Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, Wisconsin, and moved to Minneapolis, Minnesota in 1872. A Rochester, Minnesota campus was added in 2002. A short history of Augsburg College can be found at www.augsburg.edu/about/history. Today, Augsburg continues to reflect the commitment and dedication of its founders who believed: • • • Education should have a solid liberal arts core at the graduate level; this focus centers on the ability to think critically and broadly about the world and the work we do in it. An Augsburg education should be preparation for service in community and centers of faith. The city—with all its excitement, challenges, and diversity—is an unequaled learning environment. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor.” Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. Degrees Offered Augsburg offers the following graduate degrees: • • • • • • • • • Master of Arts in Education* Master of Arts in Leadership Master of Arts in Nursing* Master of Business Administration* Master of Fine Arts in Creative Writing Master of Music Therapy Master of Science in Physician Assistant Studies Master of Social Work Doctor of Nursing Practice* (with tracks in Transcultural Nursing and Family Nurse Practitioner) Augsburg offers the following dual degrees: • Bachelor of Arts in Accounting/Master of Arts in Leadership 4 • • • Master of Arts in Leadership/Master of Business Administration Master of Social Work/Master of Business Administration Master of Social Work/Master of Arts in Theology, with Luther Seminary *Programs offered at both of Augsburg’s campuses (Minneapolis and Rochester, MN) A Community of Learners Essential to the goals of Augsburg’s graduate programs is participation in a community of adult learners. This community is enriched by the presence of men and women with a variety of work and life experiences. To facilitate this kind of community interaction, Augsburg encourages students to make use of all College facilities, whether a student in Minneapolis or Rochester, and to participate in College activities such as music and dramatic presentations and lecture/speaker events. Graduate Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider teaching and service to be the focus of their activity at the College. Faculty are involved in social, professional, and a variety of research activities, but these support and are secondary to their teaching. Faculty are actively involved in a dynamic faculty development program that introduces them to best practices in teaching and learning techniques and theories. Augsburg’s small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. 5 Locations Minneapolis Campus Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the Hiawatha light rail line and the Central Corridor line, which provide easy access to Minneapolis, St. Paul, and the Minneapolis International Airport. Rochester campus Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. Degrees offered on the Rochester campus include the Master of Business Administration, Master of Arts in Nursing*, Master of Arts in Education*, and Doctor of Nursing Practice*, as well as several undergraduate majors. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to about 100,000 residents. Rochester is a city that enjoys a rich ethnic diversity and superior technological resources. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings and on occasional Saturdays, making them accessible to working adults. Students may also take courses within their program at the Minneapolis campus. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. *Program includes some Minneapolis courses Abroad Locations Augsburg is enhanced by its global centers in Namibia, Mexico, and Central America. Students can perform research, take courses, or consult with faculty in those locations to gain new perspectives on their disciplines. 6 Facilities Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Counseling and Health Promotion—The Center for Counseling and Health Promotion (CCHP) offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The College center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. 7 Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 8 Accreditation, Approvals, and Memberships Augsburg College is accredited by: • • • • • • The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education (NCATE) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (bachelor’s, master’s and doctoral degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) American Music Therapy Association (AMTA) (bachelor’s and master’s degrees) Augsburg’s programs are approved by: • • • • • American Chemical Society Minnesota Board of Teaching Minnesota Board of Nursing National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music Augsburg College is an institutional member of: • • • • • • • • • • • • • • • American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Association of Writers & Writing Programs (AWP) Campus Compact Council of Independent Colleges (CIC) Lutheran Education Council in North America (LECNA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 9 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, gender identity, gender expression, marital status, status with regard to public assistance, or disability in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students. (Approved by the Augsburg Board of Regents Executive Committee on June 16, 2010). For inquiries or grievances in any of the following areas, contact the director of Human Resources, ground floor, Memorial Hall 19, 612-330-1058. • • • • Affirmative Action—for matters based on race, creed, national, or ethnic origin Section 504—for matters based on physical or mental handicap Title IX—for matters based on gender or marital status Employment—All correspondence should be addressed to the Office of Human Resources at Augsburg College, 2211 Riverside Avenue, Minneapolis, MN 55454. The Director of Human Resources serves as the Title IX officer and may be reached at 612-330-1058. Deputy Officer for Students: Dean of Students Sarah Griesse 612-330-1489 griesse@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks Assistant Athletic Director 612-330-1245 diercks@augsburg.edu Deputy Officer for Employees: Interim AVP, Human Resources Dionne Doering 612-330-1602 doering@augsburg.edu Any questions concerning Augsburg’s compliance with federal or state regulations implementing equal access and opportunity can be directed to the Affirmative Action Coordinator, Human Resources, CB 79, Augsburg College, 2211 Riverside Ave., Minneapolis, MN 55454, 612-330-1058. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an 10 administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: • • • • • • • • • • • • • • The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. Clery Act The Clery Act Annual Report for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The report is available online at www.augsburg.edu/dps. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Copyright Policy Augsburg College Graduate Programs follows the norms of the US Copyright Law in granting exclusive rights under the Copyright Act to faculty and student authors to reproduce their original works, to use them as the basis for derivative. 11 Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at www.augsburg.edu/studentguide. Official Notices Students will receive official notices via the student campus mail system (student campus box), the A-Mail publication, and the student’s Augsburg e-mail account. Students should check their campus mailbox and their student e-mail account regularly. The A-Mail is a daily online publication on Inside Augsburg. 12 Graduate Admissions All graduate programs require students to have a bachelor’s degree from a regionally-accredited four-year institution or an equivalent degree from outside the US. All graduate students must submit completed applications. Each graduate program also has additional program requirements, which may include coursework, professional experience, testing, etc. See the program sections for these additional requirements. Please refer to each individual program’s catalog section (below) for additional instructions and for detailed information on applying to graduate programs, refer to the Graduate Admissions website at www.augsburg.edu/grad. Readmission Graduate students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. The last day to receive approval for readmission to the College and register for classes is the Friday prior to the start of the term. Pending approval by the graduate program, students who left on probation or who were dismissed from the College must have their readmission application and file reviewed by the program director. (Please consult with individual programs for information regarding readmission process). Special Student Admission Students who are non-degree-seeking, but wish to enroll for academic credit in courses within a graduate degree program, may be considered for admission as special students (non-degree). Special students (non-degree) can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. Admission requires program director approval, and the student must be in good standing at all previously attended institutions. To be considered for admission as a special student (non-degree), the items listed below must be submitted to the Admissions Office. Some programs may have additional requirements. • • Completed special-status application for admission An official transcript of undergraduate and/or last degree earned. A bachelor’s degree from a regionally accredited institution is the minimum requirement for admission. Students who have earned a degree outside the US must have their transcript evaluated to confirm it is equivalent to a US bachelor’s degree or greater. If a non-degree seeking student is pursuing regular admission status into the program; he or she should submit an application requesting regular admission to that program and submit the additional materials needed for regular admission to that program. Special student status is conferred for only one term of enrollment. Additional terms require reapplication as a special student (non-degree). Students may count up to 6-8 semester credits earned as a special student (non-degree) toward an Augsburg College degree with approval of the program director. International Students Admission Augsburg College graduate programs encourage qualified applicants from other countries to apply. An F-1 student is a nonimmigrant who is pursuing a “full course of study” to achieve a specific educational or professional objective at an academic institution in the United States that has been designated by the Department of Homeland Security (DHS) to offer courses of study to such students, and has been enrolled in SEVIS (Student and Exchange Visitor Information System). A student acquires F-1 status using form I-20, issued by a DHS-approved school through SEVIS. Status is acquired in one of two ways: • • If the student is abroad, by entering the United States with the I-20 and an F-1 visa obtained at a US consulate. If the student is already in the United States and not currently in F-1 status, by sending the I-20 to USCIS (United States Citizenship and Immigration Services) with an application for change of nonimmigrant status. 13 A student who is maintaining valid F-1 status may transfer from another DHS-approved school to Augsburg by following the transfer procedures set forth in the F-1 regulations. In addition to fulfilling all general admission requirements for a particular graduate program, prospective F-1 students must also comply with the following: English Proficiency Requirements for International Graduate Applicants To meet Augsburg College admission requirements, you must provide evidence of a sufficient command of both written and spoken English to study college courses conducted entirely in English. Below is a list of the tests and programs Augsburg College accepts as evidence for English proficiency. • TOEFL (Test of English as a Foreign Language) o o • IELTS (International English Language Testing System) o o • www.ielts.org/ Score report of 6.5. MELAB (Michigan English Language Assessment Battery) o o • www.toefl.org/ Score report of 80 on the Internet-based TOEFL (iBT) with a subscore of 20 on the written and 20 on the speaking sections. (The Augsburg College TOEFL code is 6014.) www.cambridgemichigan.org/melab Score report of 80, and score report must be accompanied by an official letter from the testing coordinator. Successful completion of a previous undergraduate or graduate degree at an accredited college or university in the US, the United Kingdom, Ireland, English-speaking Canada, New Zealand, or Australia. Score reports must be sent to Augsburg directly from the testing center. Score reports must not be more than two years old. Foreign Credential Evaluation Augsburg requires foreign credential evaluation for any transcript(s) from an institution outside of the United States. This evaluation should include the following: • • • • • Analysis of credentials to determine if your degree is equivalent to an accredited US bachelor’s degree Verification the degree is equivalent, at a minimum, to a four-year US bachelor’s degree is required. Course-by-course evaluation to show your complete course listing with credit values and grades received for each course, may also be required for specific programs. Calculation of grade point average to demonstrate your cumulative grade point average using the standard US grading system, i.e., A=4.0, B=3.0, C=2.0, D=1.0, F=0.0. Translation to English (if applicable) The evaluation report must be sent directly to Augsburg’s Office of Admissions. Refer to World Education Services at www.wes.org for information on how to obtain a foreign credential evaluation. Proof of Financial Support International applicants must provide reliable documentation that they have financial resources adequate to meet expenses for the duration of their academic program, which include tuition and fees, books and supplies, room and board, health insurance, personal expenses, and living expenses for dependents (if applicable). Funds may come from any dependable source, including scholarships, fellowships, sponsoring agencies, personal funds, or funds from the student’s family. Documentation of scholarships and fellowships may be in the form of an official award letter from the school or sponsoring agency; documentation of personal or family funds should be on bank letterhead stationery, or in the form of a legally binding affidavit. Government Form I-134, Affidavit of Support, or Augsburg’s Financial Sponsorship form can be used to document support being provided by a US citizen or US legal 14 permanent resident. All financial documents such as bank statements must be dated within three months prior to the date of application. Health Insurance All F-1 international students and their dependents (if applicable) are required to have adequate health insurance coverage for the duration of their program. International students will be enrolled in the Augsburg international student plan unless they fill out a waiver verifying proof of coverage through an alternative provider for the same period. 15 Financing Your Education Costs for Graduate Studies The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. The College reserves the right to adjust charges should economic conditions necessitate. Program Tuition and Fees • • • • • • • • • • Doctor of Nursing Practice (DNP) Master of Arts in Nursing (MAN) Master of Arts in Education (MAE) Master of Arts in Education Tribal (MAET) Master of Arts in Leadership (MAL) Master of Fine Arts (MFA) Master of Social Work (MSW) Master of Business Administration (MBA) Master of Arts in Music Therapy (MMT) Master of Science in Physician Assistant (MPA) $894 per 1.0 credit $683 per 1.0 credit $550 per 1.0 credit UMD Rate $776 per 1.0 credit $604 per 1.0 credit $648 per 1.0 credit $776 per 1.0 credit $775 per 1.0 credit $716 per 1.0 credit* Tuition: Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees: The standard semester fees are the Student Activity Fee and the Wind Energy Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Payments Semester Charges Prior to the start of each semester a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through Augnet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/make-a-payment/. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure/ Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/policies/disclosure/. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog. Financial assistance awarded through Augsburg may be a combination of grants and loans. The College cooperates with federal, state, church, and private agencies in providing various aid programs. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. 16 Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Institutional Grants/Discounts Augsburg offers grants/discounts for a variety of different students. Specific information about the different grants and scholarships, along with eligibility requirements, can be found online at http://www.augsburg.edu/studentfinancial/payment-plans-and-discounts/ Loan Assistance Graduate students must be enrolled at least half-time in order to receive federal loans. Three semester credits per term is considered half-time. Six semester credits per term is considered full-time. • Federal Unsubsidized Stafford Student Loan o • Interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Graduate Loan Program (PLUS) o Graduate PLUS is a loan program to help graduate students meet college costs. Students may borrow up to the cost of attendance (minus all other student financial aid). Further information about loan programs can be found online at http://www.augsburg.edu/studentfinancial/. Satisfactory Academic Progress Policy Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress 1) Minimum GPA requirements Undergraduate Students Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record. Graduate Students Students must maintain a minimum 2.5 cumulative GPA based on the entire academic record. 2) Minimum Credits Completed Undergraduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. Graduate Students Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 2.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat Courses and remedial courses are not counted towards the cumulative attempted credits. 17 3) Maximum Time Frame Undergraduate Students To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits. A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to notify the Student Financial Services Office in order to continue to receive financial aid. Graduate Students To demonstrate academic progress, graduate students must complete their degree objective within 150% of the length of the program. Requirements to Meet Satisfactory Academic Progress Standards 1) Cumulative GPA Undergraduate Students Students who are not meeting the GPA SAP standard will need to follow the Academic Probation standards set forth by Augsburg College Registrar’s Office. The student must maintain a minimum 2.0 cumulative GPA or higher. Graduate Students Students who are not meeting the GPA SAP standard must maintain a minimum 2.5 cumulative GPA or higher. 2) Minimum Credits Attempted Undergraduate and Graduate students earning less than 67% credits attempted must be enrolled at least half-time, must earn all attempted credits, cannot withdraw from any of the courses, and must achieve a minimum grade of 2.0 or better in each course. 3) Maximum Time Frame Undergraduate and Graduate students must complete and attain their degree within the 150% of the length of the program. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the office of Student Financial Services will evaluate and monitor the students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Probation. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid. A student on Financial Aid Warning must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Warning will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students currently on Financial Aid Warning who do not meet the standards at the end of the term will be placed on Financial Aid Probation. Students can continue to be placed on Financial Aid Warning for periods longer than one term on a case by case basis and/or as determined by the Student Financial Services Office. Financial Aid Probation A student who fails to meet either the minimum GPA requirement or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Probation. A student on Financial Aid Probation is ineligible to receive any form of financial aid. A student on Financial Aid Probation may submit an appeal to reinstate their financial aid, and if the 18 appeal is approved, the student must work with the designated Financial Aid Counselor to submit an academic plan. Financial Aid Probation will conclude when the student meets SAP standards, or guidelines set forth in the academic plan. Students can continue to be placed on Financial Aid Probation for periods longer than one term on a case by case basis and/or determined by the Student Financial Services Office. Financial Aid will be suspended when a student placed on Financial Aid Probation does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. [1] Include all degree seeking students in both the Undergraduate Day and Augsburg for Adults, and all Graduate programs. [2] Financial Aid is defined as: Augsburg Institutional Aid, Federal Title IV funding, and Minnesota State Financial Aid programs. Financial Policies Registration is permitted only if the student’s account for a previous term is paid in full or if the student is making scheduled payments in accordance with an approved payment plan. Augsburg College will not release student academic transcripts or graduation diplomas/certificates until all student account charges are paid in full or, in the case of student loan funds administered by the College (Federal Perkins Student Loan), are current according to established repayment schedules and the loan entrance and exit interviews have been completed. Tuition Refund Policy Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Financial Petition Committee. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. 19 Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “w” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid-Return of Aid Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. See the dates below. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdrawal or fully withdraw from courses if the student received. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Policy Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit Refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the Credit Refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. 20 Bookstore Policy Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; be planful for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Student’s accounts will be billed for only what was spent on their bookstore account before credit refunds are issued. If your bookstore charges creates a balance on your account you need to make payments in accordance with your statement. Bookstore purchases charged to a student’s account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party: If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Service’s office along with your invoice request. Additional Funds: If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. 21 A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: • • • • The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 22 Student Resources/Academic and Support Services Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. In the Learning Commons multimedia lab, students can create digital audio and visual projects. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 27,000 e-journals, 18,000 e-books, and 190,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computing Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 40 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities which may include TBI, chronic illness, mobility impairments, and vision, hearing or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to discuss their disabilities and determine a plan for academic access. Typically, meetings are held weekly and discussions may include: • • • Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory 23 • • Assistance with academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the College faculty, staff, or administration to support each student as they work toward success. Taking advantage of these opportunities and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss appropriate documentation. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential curricular components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. 24 Academic Programs and Policies Academic Calendars All of our graduate programs meet on a semester calendar. Academic Calendars can be found at www.augsburg.edu/registrar. All academic calendars are subject to change without notice. Academic Policies The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Academic Honesty A college is a community of learners whose relationship relies on trust. Honesty is necessary to preserve the integrity and credibility of scholarship by the Augsburg College community. Academic dishonesty, therefore, is not tolerated. As a College requirement, student course projects, papers, and examinations may include a statement by the student pledging to abide by the College’s academic honesty policies and to uphold the highest standards of academic integrity. (See Augsburg’s Academic Honesty Policy in the Student Guide at www.augsburg.edu/studentguide) Evaluation and Grading Evaluation of academic performance in each program will be based on number grades using a 4.0 point scale, where 4.0 achieves highest standards of excellence. See each program for details of field study and special projects. Students must achieve a 3.0 GPA in order to graduate; Physician Assistant students must consult the PA Program Progression Standards Policy. Grading option cannot be changed from traditional (0.0 - 4.0) to Pass/No Credit. Explanation of grades for Graduate Studies: Grade 4.0 3.5 3.0 2.5 2.0–0.0 FN P N V W I X Explanation Achieves highest standards of excellence Achieves above acceptable standards Meets acceptable standards Meets minimum standards Unacceptable performance Unacceptable performance Represents work at 3.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V) on a space-available basis. Graduate students will be charged an audit fee of $1,000. The written permission of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript with a V grade. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count towards graduation. Withdrawal Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. 25 Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must file an Application for Incomplete Grade form with the Registrar’s Office that states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and the filing of a grade before the final day of the following academic term in the student’s program. If the work is not completed by the specified date of the following academic term, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Repeated Courses A course in which a grade of 0.0, 0.5, 1.0, 1.5, 2.0, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are recorded, but not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted, i.e., courses with 0.0 to 4.0 grade assigned. Attendance Attendance and participation are critical to the success of any course. Evaluation of the level and quality of participation may be incorporated into the course grade. We view attendance as a joint commitment of both instructors and students to our professional development. Each instructor has the authority to specify attendance and participation requirements to address the needs of particular courses, individual students, or various learning styles. Lack of attendance may result in a failing grade and the requirement to repeat the course. Students must notify the professor in advance of any expected absence. In the case of emergency, when prior notification is not possible, students must notify the professor of an absence as soon as possible. Non-Attendance/Non-Participation Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit and Academic/Financial Petition. Graduate Continuation Policy Students registering for the final project course must complete the Final Project Registration/Graduate Continuation Contract by the last day to add with faculty signature for a Full Semester class as noted on the Academic Calendar. Upon 26 receipt of the contract, the Registrar’s Office will enroll the student in the Continuation Program for 13 semesters. Entry into the Continuation Program maintains students’ active status in the graduate program, including library and AugNet Services. Students can request an extension of up to 3 semesters beyond the initial 13 semesters to the program director by completing the Graduate Continuation Extension Contract. Approval of the extension is at the discretion of the program director. If a grade is not received and an extension has not been granted by the grading deadline of the 13th semester, the grade will change from X to N. Students who wish to complete the final project after receiving a failing grade must meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional coursework and will need to pay tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous N grade. Students may withdraw from the College, and thus from the Continuation Program and the final project course, at any point during the continuation period and receive a W notation on the transcript for the final project course. Following a withdrawal, students are welcome to meet with the program director to evaluate readmission to the College and program. Students who are readmitted may need to complete additional coursework and will need to pay full tuition and fees for any additional courses. If/when the final project course is completed, the new grade would replace the previous W grade. Credit and Contact Hours Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. All Augsburg programs follow the semester calendar with semester lengths from 14-16 weeks. Augsburg offers a summer semester which follows the same format as both fall and spring semester. Students must take at least 3 credits to be considered half-time, and 6 or more credits to be considered full-time. Students may take up to 22 credits. Degree Requirements To be conferred the graduate degree, all graduate students must achieve the following: • • • Successful completion of all required courses A cumulative GPA of 3.0; Physician Assistant students must consult the PA Program Progression Standards Policy. Successful completion of all degree requirements within the stipulated period of matriculation or a signed continuation agreement with Augsburg College. Probation and Dismissal Graduate students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on academic probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. Graduate students in the Physician Assistant must consult the PA Program Progression Standards Policy. A student whose GPA falls below the required GPA for his/her graduate program (3.0 in most programs) in two or more terms may be subject to probation or dismissal. A plan for the student to continue in the program may be worked out with the program director. Students may also be dismissed for violation of standards of behavior defined by their profession, their program, or the College. Dismissal Appeals Process A student may appeal a program’s dismissal decision using the College’s program dismissal appeals process. Appeals are limited to procedural errors that the student can demonstrate negatively affected the outcome. The student initiates the appeal process by submitting a hard copy of the statement of appeal to the Assistant Vice President of Academic Affairs and Dean of Graduate Studies (AVP-Graduate Studies); email is not acceptable. The statement must identify each procedural error and state how each error negatively affected the outcome. The 27 statement of appeal will be the only basis of the student’s appeal. The AVP-Graduate Studies must receive the student’s statement of appeal within 14 calendar days of the date on the department’s written notification of dismissal. The AVP-Graduate Studies will send a copy of the statement of appeal to the program chair/director. The program must submit a response to the student’s statement of appeal within 15 business days of the date that the statement was received by the AVP-Graduate Studies’ office. A hard copy of the program’s response should be submitted to the AVPGraduate Studies. The AVP-Graduate Studies will send a copy of the program’s response to the student. The AVP-Graduate Studies will convene the Program Dismissal Appeals Committee, which will include the AVP-Graduate Studies as a non-voting chair and three program faculty members (one from programs not named in the appeal: Business, Creative Writing, Education, Leadership, Nursing, Physician Assistant Studies, Social Work). The Program Dismissal Appeals Committee will schedule its hearing within 15 business days of receipt of the program’s statement of response. The Committee will meet with the student and a program representative to review the procedures and ask questions of both the student and the program representative. The student and program representative may each bring a third party to the review meeting (limited to an Augsburg College faculty member, staff member, or student). The role of the third party representative is to provide support to the student or the program representative, not to serve as an advocate during the meeting. Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. To see the drop and withdrawal deadlines, see the Academic Calendar at www.augsburg.edu/registrar. Independent Study Students may request to complete an independent study course as an addition to the required coursework. A faculty sponsor is required for an independent study project, and project proposals must be approved by the program director in order to receive credit. Normally, independent study may not be used as a replacement for a standard course offered in the curriculum, with the exception of the general elective (if approved). A special independent study registration form is required and is available on the Registrar’s Office website. Term Off Students may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. For an absence of any length, students should coordinate with their program director prior to leaving. Due to a variety of program schedules and cohorts for some degrees, it is required that students meet with their advisor and obtain the advice of their director. Evaluation of Transfer Credit Students may petition the program director for transfer credit to apply to program requirements. The transfer of credit will be evaluated on an individual basis. Students will be asked to provide appropriate documentation regarding previous coursework, including but not limited to an official transcript, course description, and syllabus. In order to be considered for transfer, a course must be from a regionally-accredited college or university institution and graded 3.0/B or better. Courses must have been taken at the graduate level and course content must be comparable to program requirements at Augsburg. The maximum number of semester credits that can be transferred is: • • • • • • Master of Arts in Education (6) Master of Arts in Leadership (6) Master of Arts in Nursing (9) Master of Business Administration (18) Master of Fine Arts in Creative Writing (12) Master of Music Therapy (Contact program director) 28 • • • Master of Science, Physician Assistant Studies (Contact program coordinator) Master of Social Work (22) Doctor of Nursing Practice (Contact program director) Augsburg credits are calculated in semester hours. If you completed courses at other institutions that are quarter hours, they will be converted to semester hours. One quarter hour equates to two-thirds of a semester hour. Courses and credits that are accepted in transfer are recorded on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. 29 Master of Arts in Education Augsburg has a long history in teacher education with alumni of our programs teaching throughout Minnesota and elsewhere. The Master of Arts in Education (MAE) program combines our excellent undergraduate licensure program with a master’s level focus on teacher leadership, preparing teachers to serve K-12 students effectively and to nurture healthy change within schools and school systems. Our Philosophy The Education Department program themes include relationships, reflection and inquiry, diversity and equity, and leadership. One of these themes is lived out within the MAE program —leadership. As this program theme suggests, we expect our students to leave our programs as responsive, knowledgeable teachers prepared to exercise leadership in the classroom and, eventually, the school and community. Our urban setting provides yet another dimension to our programs through a combination of course content, field experiences, and classroom instructors. Our goal is that students will leave our programs as collaborative and capable teachers committed to educating all learners in a diverse and changing world. Our Faculty Augsburg faculty members who teach in the MAE program are a mix of full-time and adjunct instructors, all of whom have K-12 teaching experience. Many adjunct instructors are currently teaching in K-12 settings; all full-time faculty members are frequent visitors to K-12 settings through student teaching and field experience supervision, volunteer work, and/or in-service education. We understand the importance of what we do and what you hope to do. We value good teaching and, most especially, we value good teachers. Our Accessibility We realize that although teaching is your dream, your reality most likely includes work, family, and personal responsibilities. Because we understand the demands adult students face, we offer flexible scheduling. A majority of licensure and graduate-level courses are taught in the evenings to allow you to manage these responsibilities while pursuing your goals. You will need to be available during the weekday for the challenge and responsibility of field experiences, but education coursework is accessible through the evening schedules*. As a student in Augsburg’s Master of Arts in Education licensure and degree program, you will find yourself among interesting students and dedicated professors who believe that all children deserve a good, highly-qualified teacher— the teacher you can become. *As of Fall 2014 our programs are transitioning from a weekend to an evening schedule. New students will be in the evening program. For the time being, end of program MAE degree completion options will remain on the weekend schedule. Education Department Mission The mission of the Augsburg Education Department is to develop responsive, knowledgeable teachers committed to educating all learners in a diverse and changing world. Program Themes Responsive, knowledgeable teachers understand the dynamic interaction among relationships, reflection and inquiry, diversity and equity, and leadership. These four interrelated program themes provide lenses through which we filter our practice. Relationships Learning is relational and communal. Responsive teachers create significant relationships with their students, colleagues, and community partners by developing learning communities. These nurturing learning communities provide safe, trustworthy places where challenging and engaging questions can be considered. We model the kinds of learning communities that we expect our graduates to create. We share with our students a learning model that connects 30 content, theory, and practice in an ongoing cycle. Students and their learning are the focus for responsive teachers. Therefore we embrace and foster a progressive and constructivist orientation. Reflection and Inquiry Responsive teachers are reflective practitioners who are students of teaching and learning. Providing numerous frameworks through which to filter our experience encourages intentional and thoughtful inquiry. Through field placements, service learning, generative questions, and classroom experiences, students and faculty develop their perspectives about teaching and learning. Critical reflection allows us to examine content, theory, and practice in ways that transform our practice. We think it is important to understand and learn how to manage the many polarities inherent in the teaching and learning process. Diversity and Equity Responsive teachers embrace diversity and intentionally work to ensure that all learners, especially those who for some reason have been marginalized, learn and develop in powerful ways. We continually reflect on what it means to be a “school in the city.” We recognize that each student is unique, shaped by culture and experience; therefore, differentiating instruction is essential. The perspective of multiple intelligences, learning style theory and teaching for understanding help us differentiate and enable us to provide choice, variety, and flexibility. Responsive teachers believe that all students can learn. They also have a sense of efficacy and believe that they can help all students learn. Leadership Responsive teachers recognize that becoming a learning leader is a developmental process, which begins in pre-service education and continues throughout one’s career. Teachers serve as leaders within the classroom, and with experience, increased confidence, and professional development become leaders within the school, the district, and the community. Teacher leaders view themselves as lifelong learners. They become role models committed to their profession as a vocation rather than a job. Emerging teacher leaders keep student learning at the center of their work while advocating for instructional innovation, constructivist curricular development, and systemic change. Master of Arts in Education Conceptual Framework Teacher leadership is the theme that threads through our graduate licensure and degree completion program. The Augsburg Education Department believes that teachers are leaders in their classrooms and should be leaders in their institutions and communities. The leadership focus plays out in three ways. First, the additional work required in the graduate versions of the combined undergraduate/graduate courses focuses on providing graduate students the chance to exercise leadership as well as extend their knowledge beyond the basic requirements. Second, in the degree completion component, students are required to include coursework focused on leadership and study aspects of leadership as part of their degree program. Third, the final project—be it an action research, a leadership application project, or performance assessment —gives students the opportunity to study an issue of concern and, supported by research, define a means for addressing it. Three Teacher Leadership Aspirations inform our program. They are as follows: Aspiration 1: Teacher leaders value learning for personal and professional growth. Teacher leaders share knowledge effectively with colleagues. We believe that teacher leaders are comfortable with their knowledge and expertise, neither flaunting it nor hiding it, but sharing it with others generously. They work to build bridges with a full range of colleagues, but they don’t let recalcitrant colleagues stop their own development. They see learning as a continuous endeavor and seek it throughout their careers. Aspiration 2: Teachers leaders think big—beyond the classroom to the broader context of education and community. We believe that teacher leaders see systems and the “big picture” and are able to put their classrooms, schools, and communities into a broader context. They understand the link between policies, politics, and education and participate in change efforts at the macro and micro levels. They seek to work with administrators to establish school and district policy that improves life for everyone. If this involves political action, they are prepared to engage in it. Teacher leaders also understand that teaching and learning are dynamic and that change within school systems is an ever-present 31 phenomenon. They are informed decision-makers predisposed to take on the challenge of change when they think it benefits students, teachers, and/or community. Aspiration 3: Teacher leaders possess courage and an orientation to action. We believe that teacher leaders help others not be afraid. They are able to help people to take warranted risks and step outside their comfort zones. They have the courage to bring people together to see the bigger picture and then help people get there. Teacher leaders accept both power and accountability. They understand that responsibility without power diminishes potential for effectiveness. They believe that accountability is a fair trade for the power to take effective action. They operate from a foundation of self-efficacy. Program Overview The Master of Arts in Education (MAE) is designed to provide a teaching license as part of a master’s degree program. K12 initial teaching licenses offered at Augsburg include: • • • • Elementary education (K-6), with or without a middle school content area endorsement in math, communication arts, social studies, or science. Also available is the pre-primary endorsement to the elementary license. Subject matter courses for these endorsements may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. Secondary education (5-12 and K-12) in social studies, communication arts/literature, visual arts, health, mathematics, music, and physical education; and 9-12 in biology, chemistry, and physics. Subject matter courses for these licenses may need to be taken in the weekday schedule or at a community college when unavailable through evening course work. K-12 English as a Second Language K-12 Special Education: Academic Behavior Strategist Teachers who are already licensed can work towards the MAE degree through the following four licensure endorsement options: • • • • K-12 English as a Second Language K-12 Special Education: Academic Behavior Strategist K-12 Reading Pre-Primary (This is an endorsement only to K-6 elementary licenses) All teachers seeking licensure through Augsburg must take and pass all tests required by the state of Minnesota for licensure. Accreditations and Approvals Augsburg College Teacher Education programs are accredited and approved by: • • National Council for the Accreditation of Teacher Education (NCATE) Minnesota Board of Teaching. (MN BOT) Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section of this catalog. Program Structure The Master of Arts in Education (MAE) program is made up of a core of education licensure courses at the graduate level coupled with a degree completion option. Courses in the degree completion phase are drawn from the Master of Arts in Leadership (MAL) and graduate courses in education. Most students in the MAE program pursue a K-12 teaching license as part of their program plan. The MAE degree is also open to students who do not want a teaching license but do want a background in education and leadership. See the MAE program director for details. 32 The MAE degree requires ten or eleven Augsburg graduate level courses, depending on the degree completion option. In addition, several courses at the undergraduate level are required for licensure. Only courses taken at the graduate level apply towards the MAE degree. Credit MAE graduate level courses are offered for 3 semester credits. Each course is comprised of 37.5 instructional hours with the expectation of about 75 hours of independent study outside of class. Schedule The majority of the education courses in the MAE licensure and degree programs are offered through the evening schedule. Courses during the evening meet face to face every other week with online instruction during the alternate weeks. A few education courses and many undergraduate content area courses are offered in a face to face, classroom based format, meeting weekly in the evenings. The MAL and education degree completion courses are offered primarily in a weekend schedule through a mix of face-to-face and online instruction. Summer session courses are offered primarily weekday evenings. Summer courses are offered in a mix of formats from all online to all face-to-face. The following teaching licenses are available entirely through the evening and summer schedule: elementary education, pre-primary endorsement, 5-12 social studies, 5-12 communication arts, K-12 art, K-12 special education, and K-12 English as a second language. For the time being, the K-12 Reading Teacher endorsement and degree completion courses are offered in hybrid form through a weekend framework. Additional licenses in the following areas are available through a combination of weekday, weekday evening, summer schedules, and, occasional off-campus courses: biology, chemistry, health, mathematics, music, physical education, and physics. For these licenses, the education and degree completion courses are taken weekday evenings and summer while some, if not all, of the content area courses are taken during the weekday and/or off-campus. The weekday evening schedule is comprised of two semesters spread from early September through late April. In general, classes are held every other week, face to face with online instruction in the intervening week. The weekday schedule is also comprised of two semesters spread from early September through late April. Classes offered during the weekday meet one to three times per week. Classes offered jointly between weekday and weekend meet on a weekly basis in the evening. The official academic calendars can be found at http://www.augsburg.edu/registrar/. Curriculum—Teaching Licenses K-6 Elementary Education This program is designed to prepare teachers for grades K-6. Optional endorsements in middle school specialty areas of math, science, social studies, and communication arts and in pre-primary can be pursued along with or separately from the K-6 license. The teaching license and some endorsements are offered at both undergraduate and graduate levels through a mix of undergraduate courses and combined graduate and undergraduate courses. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. All of the following courses must be taken for K-6 elementary licensure. Up to seven courses may be taken at the graduate (500) level and applied toward the MAE degree. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K-6 Methods: Math EED 360/560 - K-6 Methods: Science EDC 591 - Topics 33 To complete the license, the following undergraduate requirements must be completed: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 336 - Advanced Literacy Methods* EED 341 - K-6 Methods: Art EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods* EED 386 - K-6 Methods: Children’s Literature EED 481, 483, 485 - Student Teaching: Elementary K-6 EED 488 - TPA and Student Teaching Seminar *Field experience hours are required in these courses. Students spend 20 or more hours per term in field experiences. These experiences occur in K-6 classrooms during the weekday. If more than one course with field experience is taken in a given term, field experience requirements expand accordingly (i.e., two courses with 20 hours of field experience each require a total of 40 hours). Undergraduate Liberal Arts Requirements The number of supporting content area courses required for licensure depends upon the courses completed as part of the bachelor’s degree and/or other coursework. Requirements are determined by Minnesota licensure standards for specific college-level coursework in math, biology, physics, and earth science for all students seeking elementary licensure. Specific requirements are on file in the Education Department. Minnesota licensure standards allow for optional subject area endorsements in communication arts/literature, social studies, math, and science. Subject matter courses for these endorsements will be available through a combination of weekday, evening and off-campus courses. The optional pre-primary endorsement is also available. Specific requirements for these endorsements are on file in the Education Department. Previous coursework can be accepted into the licensure program if it meets Minnesota standards and if a grade of C or better was achieved. The Education Department and the content area departments determine the courses that are accepted. Transcripts, course descriptions, and course syllabi are used to make these determinations. Courses that are older than five years are judged on a case-by-case basis. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree. The program has limits on the amount and type of courses that are accepted. Grades of B or better are required for transfer consideration. See the MAE program director for approval of graduate coursework accepted in transfer. Preprimary Endorsement for Elementary Licensure This endorsement can be added to a K-6 elementary license. Required courses include the following: PSY 250 - Child Development (PSY 105 is a prerequisite for this course) SOC 231 - Family Systems: Cross Cultural Perspectives or SPE 490/540 - Parent and Professional Planning (Graduate students take SPE 540.) ECE 345/545 - Foundations of Preprimary Education ECE 346/546 - Learning Environments for Preprimary-Aged Children ECE 347/547 - Immersion and Teaching Competence ECE 488, 489 - Student Teaching: Preprimary K-12 and 5-12 Secondary Education K-12 and 5-12 licenses in several content areas are offered through a combination of graduate and undergraduate coursework. K-12 licenses prepare teachers to teach a content area across elementary, middle school, and high school. Licenses for grades 5- 12 prepare teachers to teach at the middle and high school levels. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and meet MAE admissions criteria. 34 Subject matter courses in the following majors are offered on weekday evenings and summer: English, communications (for communication arts), history or economics or psychology (for social studies), art. Students seeking 5–12 licensure in social studies must complete a broad-based core of courses in the social studies in addition to a social science major. Education courses for these licenses are also taken during weekday evenings and summer. The following content area majors are offered primarily or entirely through the weekday program: biology, chemistry, physics, health, physical education, music, and mathematics. Students seeking licensure in any of these areas typically will need to take additional content courses in the weekday schedule and off-campus. Students can obtain a 9-12 license in physics, chemistry, or biology and have the option of adding the 5–8 general science to the 9-12 license. Students also can obtain the 5–8 general science license without the 9–12 license. Education courses for these licenses are taken during weekday evenings. Licensure Requirements The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure; four to seven of them also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EDC 490/580 - School and Society ESE 325/525 - Creating Learning Environments ESE 300/500 - Reading and Writing in Content Area* EDC 591 - Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology ESE 3XX - K-12 or 5-12 Methods (in the content area)* ESE 481, 483, 485 - Student Teaching: Secondary ESE 488 - TPA and Student Teaching Seminar *Field experience hours are required in these courses. A minimum of 100 hours in classrooms and education-related settings is required prior to student teaching. Students spend approximately 20 hours per term in field experiences. Undergraduate Content Area Requirements The equivalent of a major in the licensure content area is required for K-12 and 5-12 licenses. Students who have majored in a field in which we offer licensure must have their previous coursework evaluated by the major department at Augsburg. Two or more content area courses tied to Minnesota licensure standards are generally required, even with a completed academic major. Previous coursework is evaluated by the content area department and accepted if it meets Minnesota licensure standards and if a grade of C or better was achieved. Coursework older than five years is judged on a case-by-case basis. Specific course requirements for each content area are on file in the Education Department. Graduate coursework accepted into the licensure program is not automatically accepted into the MAE degree program. See the MAE program director for approval to use graduate level transfer courses in the degree program. Special Education Augsburg College offers licensure in K–12 Special Education: Academic Behavioral Strategist (ABS). This program qualifies students to teach in special education programs and positions working with students with mild to moderate disabilities in the areas of emotional/behavioral disabilities, learning disabilities, autism spectrum disabilities, developmental and cognitive disabilities and other health disabilities. This program is built on an inclusive education model. Under this model, students learn how to work closely with both special and general educators to facilitate 35 inclusion of special education students into the regular education classroom. Five years after being licensed, teachers must extend their license in one of the above categories through additional coursework. Also available is the Naadamaadiwin Tribal Special Education Cohort—this graduate licensure program in Special Education: EBD/LD is designed and taught from an American Indian perspective. It is offered in collaboration with the University of Minnesota-Duluth as a hybrid (partly face-to-face and partly online) cohort program. The licensure courses can be applied towards the MAE degree. See the Education Department and http://www.augsburg.edu/mae/tribalspecial-education for more information. The ABS licensure program is offered through weeknight and summer schedules. The Naadamaadiwin Tribal Special Education Cohort program is offered primarily online with weekend sessions at the beginning and end of each semester. Licensure Requirements Licensure requirements are offered at both the undergraduate and graduate level. Classes will include both undergraduate and graduate students, with graduate students having additional course responsibilities. Graduate courses are taken at the 500 level. All courses must be taken for licensure, and up to seven courses may also be applied toward the master’s degree in education. The following courses for the ABS license are offered at both the undergraduate and graduate levels: EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/Minnesota American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EED 225/524 - Foundations of Literacy EED 325/525 - K-6 Methods: Literacy* EED 350/550 - K–6 Methods: Math* EED 360/560 - K–6 Methods: Science* SPE 410/510 - Implementing Assessment Strategies* SPE 411/511 - Etiology and Theory of Mild to Moderate Disabilities SPE 415/515 - Theory to Practice* SPE 425/525 - Transition and Community* SPE 430/530 - Instructional and Behavioral Practices* SPE 490/540 - Parent and Professional Planning EDC 591 - Topics To complete the ABS license students will also need to complete certain requirements at the undergraduate level: HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I EDC 220 - Education Technology EDC 330 - Building the Public Good: Public Achievement and Organizing EDC 331 - Practicum in Public Achievement EED 326 - Elementary Reading K-6 Field Experience* (taken concurrently with EED 325/525) SPE 481,483 - Student Teaching: Elementary Special Education SPE 485, 487 - Student Teaching: Secondary Special Education SPE 488 - TPA and Student Teaching Seminar *Field experience required as part of this course. This program is based on an innovative internship model that allows students employed in special education classrooms to fulfill a portion of their special education field experience requirements while they work. Students not employed in these settings are expected to complete a significant number of volunteer hours in special education settings. All must complete field placements or student teaching in classrooms serving these populations. Hours must be completed across elementary, middle school, and high school and include experiences with the five areas of disability that are part of this license. Specific information on field experience requirements is available from the Education Department. 36 Licensure Requirements—EBD/LD–Naadamaadiwin Special Education Tribal Cohort This program is available only at the graduate level. Courses are taught in a hybrid fashion, partially face-to-face and partially online. Courses are available only to those admitted to the special education tribal cohort program. SPE 501 - Historical and Contemporary Issues in American Indian Education SPE 503 - Assessment of American Indian Learners SPE 504 - Working with American Indian Families and Communities SPE 505 - The Manifestation of Multigenerational Trauma and Internalized Oppression SPE 506 - Indigenous Learners SPE 507 - Indigenous Methods of Instruction: Practical Application SPE 508 - Professional Issues and Development SPE 509 - Literacy Instruction for American Indian Learners with Exceptionalities SPE 481, 483 - Student Teaching: Elementary Special Education SPE 485, 487 – Student Teaching: Secondary Special Education EDC 591 - Topics K-12 English as a Second Language (ESL) License The K-12 English as a Second Language license is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. The K-12 ESL licensure program is comprised of both undergraduate and graduate courses; up to seven of the graduate courses can apply to the completion of the MAE degree. Graduate-level licensure coursework (500 and above) is available to students who already hold a bachelor’s degree and have been admitted to the MAE program. A pre-requisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format which means that courses are a mix of face to face and online instruction. Classes are offered during the academic year in the evening semester framework and during summer session to make them accessible to working adults. This license is also offered as an undergraduate major to Augsburg Undergraduate (AU) students seeking a baccalaureate degree. The following requirements are offered at both the undergraduate and graduate level. All courses must be taken for licensure, and up to seven also may be taken at the graduate level and applied toward the master’s degree in education. EDC 200/522 - Orientation to Education in an Urban Setting* EDC 206/566 - Diversity/MN American Indians EDC 310/533 - Learning and Development in an Educational Setting* EDC 410/544 - Learners with Special Needs* EED 325/525 - K-6 Methods: Literacy* ESE 325/525 - Creating Learning Environments* ESL 330/510 - History and Structure of the English Language ESL 340/520 - ESL Literacy* ESL 490/530 - Language, Culture, and Schools ESL 420/540 - ESL Methods* EDC 591 - Topics To complete the license, students also will need to complete the following requirements at the undergraduate level: HPE 115 - Chemical Dependency Education EDC 220 - Educational Technology EED 326 - Elementary Reading K-6 Field Experience (taken concurrently with EED 325/525) ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 410 - ESL Testing and Evaluation ESL 481, 483 - Student Teaching: Elementary ESL 485, 487 - Student Teaching: Secondary ESL 488 - TPA and Student Teaching Seminar 37 *This course has a 20 hour field experience attached to it. K-12 Reading Teacher Endorsement The K-12 Reading Endorsement provides teachers with existing teaching licenses an opportunity to expand their knowledge and practice in the area of reading instruction and potentially provide leadership within schools and districts in reading instruction. Candidates for this license will complete five classes that have been designed to meet the requirements established for this license by the Minnesota Board of Teaching. Students may use these courses to fulfill requirements for the Master of Arts in Education degree. The K-12 Reading Teacher Endorsement program is offered in a hybrid format which means that courses are a mix of face-to-face and online instruction. Classes are offered during summer sessions and within the weekend format during the academic year. The endorsement program is designed to be completed within 12 months in a cohort model. Field experiences at elementary, middle school and high school levels are required; student teaching is not required. Required courses include: EDC 500 - Reading Leadership in the K-12 Schools EDC 506 - Readership, Literature, and New Literacies EDC 515 - Reading Leadership: Reading Theory and Research* EDC 535 - Reading Leadership: Assessment and Instruction with Elementary Readers* EDC 545 - Reading Leadership: Assessment and Instruction with Middle and High School Readers* *Field experience required Student Teaching Students are required to complete student teaching for initial and additional licenses (unless otherwise indicated). In the MAE program, student teaching is generally completed before finishing the degree. Students can apply for licensure at this point and finish the degree later. Student teaching for elementary, secondary, and K-12 initial licenses lasts 12-14 weeks, depending on licensure scope. During that time, students work full-time as student teachers and are supervised by an Augsburg faculty member. Students register for eight to twelve semester credits of student teaching and a two semester credit edTPA and student teaching seminar. They meet at Augsburg College for student teaching seminars several times during the term. Most student teaching placements are in the Minneapolis/St. Paul metropolitan area and Rochester. However, students do have the opportunity to student teach abroad, where students complete a 10-week student teaching experience in the metro area and then complete another student teaching experience abroad. Opportunities to teach abroad are available around the world, and it is a wonderful way to build a global perspective in education. Additional information is available through the Education Department. Student teaching for special education is 12 weeks in length for initial licenses and 7 weeks for those who already hold a license. For students who are working in a special education setting appropriate to the ABS license, a student teaching placement at that site may be possible, pending district approval. Additional information is available through the Education Department. Student teaching for ESL is 14 weeks in length and requires two placements, elementary and secondary. A single seven week placement is required for those who already hold a license. See the Education Department for more information. Student teaching is required for the preprimary endorsement and middle school endorsements. See the Education Department for more information. Curriculum—Graduate Degree Completion Options Students take graduate coursework as part of the licensure program. This coursework forms the Master of Arts in Education licensure core, with between four to seven Augsburg graduate-level licensure courses fulfilling master’s requirements. Students bringing fewer than seven graduate-level licensure courses or 21 semester credits into the degree program must complete additional Master of Arts in Leadership (ML) or education graduate courses to reach the required 30-33 semester credits for the MAE degree. To finish out the master’s degree, students will need to complete one of the following options. 38 Action Research Degree Completion Option (Minimum 30 credits) This degree completion option requires a minimum of three classes totaling at least nine semester credits: a Master of Arts in Leadership (ML) elective, EDC 592 Action Research 1, and EDC 593 Action Research 2. The action research courses guide the student through completion of a long-term action research project, typically conducted in the student’s classroom and focused on a question or concern identified by the student. The research is presented at an action research symposium and a formal written report of the research is placed in Lindell Library. The coursework for action research is designed to be completed in two semesters; the project itself is done once the research is presented at an action research symposium and the paper is accepted for placement in Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to 13 semesters at no further charge. Leadership Application Project (LAP) Degree Completion Option (Minimum 30 credits) This option is currently suspended until further notice. This degree completion option requires a minimum of three classes totaling at least nine semester credits: an ML elective, EDC/ML 514 Research Methods - Education focus or ML 514 - Research Methods and EDC 585 - Leadership Application Project. Students electing this degree completion option do so because they are interested in developing an educational product that meets an identified need or because they are interested in conducting an independent research project with the assistance of a faculty advisor. To be successful in this option, students must be self-directed and able to maintain momentum without the structure of an actual course. The goal for the project varies, depending on the type of LAP. There are two options within the LAP. • • The goal for those developing an educational product is to identify an issue or problem related to their practice, and after researching available literature, develop a solution to the problem or issue. The solution might be developed in the form of a curriculum, a workshop, a set of informational materials, a website, an article for publication or other appropriate educational product. The goal for those conducting independent research is also to identify an issue or problem to investigate; but in this case, the investigation is through an independent research project. For those conducting independent research, it is especially important to have a clear vision in mind for the research and have an advisor who is willing to provide support throughout the project. Students need a research background beyond what is provided within the MAE program to be successful with this option. Both options are completed through a final oral presentation and placement of the final paper in the Lindell Library. Additional terms beyond those in which the courses are completed are available through continuing registration for up to 13 semesters at no further charge. Performance Assessment/Teacher Leadership Degree Completion Option (Minimum 33 credits) This degree completion option focuses on the theme of the MAE degree program - teacher leadership - and requires a minimum of the following four classes: EDC 570 - Teacher Leadership EDC/ML 514 - Research Methods (ML 514 can be substituted if necessary) EDC 594 - Performance Assessment Project One ML leadership-focused course, preferably from this list: ML 510 - Visions of Leadership (when taught with an emphasis on leadership rather than literature) ML 531 - Dynamics of Change ML 535 - Organizational Theory and Leadership ML 540 - Political Leadership: Theory and Practice ML 545 - Decision Making and Leadership ML 565 - Women and Leadership Additional courses may also be used with approval of the MAE Director. 39 Students electing this degree completion option do so because they are especially interested in considering leadership within the context of education and themselves as potential change agents. EDC 594 must be taken as the last course in this sequence. Students finish their degree through this option with the successful completion of these four classes. Alternate Settings—MAE in Rochester In step with Augsburg College’s excellent reputation in the field of education, the Master of Arts in Education program is also offered in Rochester, MN. Licenses are available in elementary education and special education: ABS. Classes primarily meet weekday evenings and summer at Bethel Lutheran Church in Rochester. Elementary education The K-6 elementary education license allows students to teach in grade K-6. Augsburg College offers this license at the graduate level to students who already hold a bachelor’s degree and meet admissions requirements. Courses for this license are available in Rochester. Special education The K-12 Academic Behavior Specialist (ABS) program is designed for students currently working with or planning to work with students with mild to moderate special needs. The program leads to Minnesota teaching licensure in special education and the ability to work with students whose special needs are categorized as EBD, LD, DCD, ASD, and/or OHI. All courses for these licenses are available in Rochester. The Performance Assessment degree completion option is offered in Rochester as needed, typically every other year. MAL Elective Courses At least one elective must be taken from the Master of Arts in Leadership courses. The following are recommended, but others may also be used. Course descriptions can be found in the MAL portion of the graduate catalog. ML 510 - Visions of Leadership: A Historical and Literary Journey ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity, Values, and Personal Growth ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 545 - Decision Making and Leadership ML 550 - Communication, Decision Making, and Technology ML 560 - Cultural Competence and Effective Leadership ML 565 - Women and Leadership ML 599 - Topics For a complete list of courses and descriptions, see the Course Description Search. Admission to MAE Admission Requirements Students admitted into the MAE licensure and degree programs must have: • • Bachelor’s degree from a regionally-accredited four-year institution Cumulative grade point average of 3.0 or higher (required for full admission for the graduate licensure option and degree program). Students with a cumulative grade point average of 2.5-2.99 may be admitted conditionally into the graduate licensure program. To be admitted to the MAE degree completion program, all students must have a 3.0 or better Augsburg GPA. Application Checklist The following items must be sent to the Augsburg Office of Admissions: • • • Completed application form - www.augsburg.edu/admissions/mae/admissions $35 non-refundable application fee Personal summary outlining your tentative educational objectives and reasons for wanting to attend Augsburg 40 • Official academic transcripts from all previously attended post-secondary institutions (including colleges, universities, vocational/technical schools, and PSEO institutions) sent directly to the Admissions Office. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students. Transfer Policy Acceptance of previous education coursework completed at institutions other than Augsburg College is limited. Most courses that have not been completed in the last seven years are considered to be too old to transfer and need to be completed as part of one’s program at Augsburg. EDC 310/533 - Learning and Development, EDC 220 - Education Technology, and ESE 3XX - K-12/5-12 Special Methods in Content Area are courses which may have a shorter acceptance time frame. Additional information on the transfer policy is available through the Education Department. Credit Evaluation: An official transfer credit evaluation of previous academic work will be completed as part of the admissions process. Education coursework is evaluated by the Education Department. For secondary licenses, content area coursework is evaluated by the content area department. This process is initiated as part of the admissions process. Generally, the requirement is that two or more classes in the content area must be taken at Augsburg, even with an undergraduate major in the field. In all cases, previous undergraduate courses must have received a grade of C or better to be eligible for transfer. Previous graduate coursework must have received a grade of B or better to be considered. Content area departments determine when courses are too old to be counted towards licensure. Acceptance into the MAE Program Application files are reviewed by the MAE director. Applicants are notified of the admission decision by the Office of Admissions, usually within one to two weeks after the application file is complete. Applicants whose cumulative undergraduate GPA is below 2.5 will not be admitted into the MAE program; however, these applicants can be reconsidered when additional undergraduate coursework raises the cumulative undergraduate GPA to 2.5 or above. An exception to this occurs when the applicant has completed an advanced degree with a cumulative GPA of 3.0 or better. Under these circumstances, the applicant can be considered for full admission into the MAE degree and licensure programs. Advising and Registration Admitted students are able to participate in academic advising and the registration process. Typically, first-term registration occurs with intake advising. After the first term, students generally are able to register online through Records and Registration. All students are assigned an Education Department advisor early in the first semester of courses. Academic Policies Application to the Education Department Once accepted to the College and the MAE program, students may take designated courses in education and content areas. Prior to beginning the methods courses within a program, students must be admitted to the Education Department. This admissions process is outlined in the EDC 200/522 - Orientation to Education and in admissions handbooks, which are available through the Education Department. Academic Achievement All MAE students are expected to achieve and maintain 3.0 or better GPA in their Augsburg course work. Students whose cumulative GPA falls between 2.5 and 2.99 at the end of their licensure program are able to complete the license but are not eligible for the degree. Students with cumulative GPA’s below 2.5 may not student teach and are subject to academic probation and possible dismissal. In all cases, a cumulative GPA on the Augsburg graduate transcript must be at 3.0 or better to be admitted to the degree completion component of the MAE degree. Students who are ready to begin the degree completion component must file an Intent to Complete form (available through the MAE coordinator) at which point a transcript review is completed 41 to confirm the 3.0 or better GPA and to determine the completed courses that apply to the degree and the courses that remain. Minimum Grade Policy Students who fail to maintain a cumulative 2.5 GPA in a given term are notified that they must raise their GPA to the required level. Students who receive below a 2.0 in any undergraduate course or 2.5 in any graduate course required for licensure are expected to repeat the course as soon as possible and raise the grade to the appropriate level. Dismissal from Licensure and Degree Program Students may be dismissed from the licensure program prior to and during student teaching for failure to maintain appropriate academic and teaching-based performance standards, for gross violation of College policy, and/or for conduct in violation of professional ethics. Dismissal occurs within the context of established department procedures described in the Education Department Handbook available through the Education Department. Students have the right to appeal dismissal from the licensure program on the grounds of procedural error, using the College’s program dismissal appeals process. Information about the program dismissal appeals process is available in the Augsburg Student Guide. Students who fail to complete the license may have the option to finish the degree. Fieldwork Requirements Fieldwork experiences are tied to several licensure courses. In most cases, these experiences are conducted within a service-learning framework, providing service to the school and classroom while also providing students’ opportunities for focused reflection linked back to course objectives. In general, students should plan for a minimum of 20 hours field experience per term. When multiple courses with field experience are taken in the same term, the requirements expand accordingly. Students in field experiences are evaluated by their host K-12 teachers on the basis of criteria drawn from the Minnesota Standards of Effective Practice. Evaluations are kept in the students’ Education Department files and used in decisions regarding progress through the program and student teaching. A full description of field experience requirements is available in the Education Department Handbook. Readmission and Withdrawal Students in good standing who fail to register for courses for two terms (not including summer) are withdrawn from the MAE program. To be readmitted to the College and the MAE program, students file a Readmission form through the Registrar’s Office. Program Costs In addition to tuition, students in this program can expect to pay a data maintenance fee upon admission to the department, as well as liability insurance at the student rate during student teaching and the cost of a background check for licensure and, possibly, field experience. In addition, optional international travel courses have associated costs above and beyond the charge for tuition. Full-time Faculty Elizabeth M. Ankeny, Associate Professor of Education. BA, Augustana College; MAT, Morningside College; PhD, Colorado State University. Christopher R. Brown, Field Experience Coordinator/Charter School Liaison; Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Renae Ekstrand, Assistant Professor of Education. BS, Bemidji State University; MS, Winona State University; EdD, Bethel University (expected May 2014). Joseph A. Erickson, Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Margaret J. Finders, Associate Professor of Education. BA, University of Iowa; MA, University of Iowa; PhD, University of Iowa. Jeanine Gregoire, Associate Professor of Education. BS, MA, PhD, University of Minnesota. 42 Audrey Lensmeier, Assistant Professor of Education. BA Indiana University; MAT National Louis University; PhD University of Minnesota. Gregory Krueger, Instructor of Education. BA, Southwest Minnesota State University; MA, Hamline University. Rachel M. Lloyd, Assistant Professor of Education. BS, Carleton College; MA, University of Minnesota; PhD, University of Minnesota. Susan O’Connor, Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Vicki L. Olson, Professor of Education and Director of the MAE Program. BS, MA, PhD, University of Minnesota. Donna Patterson, Assistant Professor of Education. BA, MEd, University of Minnesota. Barbara Short, Associate Professor of Education. BA Augustana College; MS Illinois State University; EdD Illinois State University. Christopher Smith, Assistant Professor of Education. BS Purdue University; MS Purdue University; PhD University of Minnesota. Diane C.Vodicka, Assistant Professor of Education. BEd, North Park College; MEd, Georgia Southwestern College. Barbara West, Instructor of Education, Faculty Coordinator of Teacher Placement/Licensing. BS, St. Cloud State University; MS, Syracuse University. 43 Master of Arts in Leadership MAL Mission The purpose of the Master of Arts in Leadership (MAL) program is to develop leaders for organizations, the community, and society. Organizations seek leaders who possess: • • • • • An ethically and morally responsible vision An understanding of how change occurs and how it can be managed A sensitivity to the complex problems of organizations and an ability to find solutions consistent with their mission Cultural competence and sensitivity to the needs of a diverse population The ability to inspire and motivate people to work toward a common goal The Augsburg leadership development model provides a framework through which the program recruits its students and develops their skills. Program Overview The study of leadership is central to Augsburg College. The College mission statement says, “Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” The Master of Arts in Leadership is quintessentially Augsburg. The integrated liberal arts perspective on leadership education is what we think of as the “Augsburg difference.” The Master of Arts in Leadership is the core program of Augsburg’s Center for Leadership Studies (CLS). Developed and launched in 1987, it is Augsburg’s oldest graduate degree and one of the oldest leadership graduate degrees in the United States. The program responds to the leadership development needs of both for-profit and not-for-profit organizations. MAL has a deep theoretical base in leadership studies, yet also offers its students practical approaches to leadership that can be applied in the workplace and society. Leadership Development Model The MAL program promotes leadership as a process that: • • • Inspires cooperation among people who must compete for limited resources Promotes productivity within and beyond the organization Works toward progress for the individual and the organization To accomplish this, individuals aspiring to positions of leadership must possess three key attributes: a sense of vision, the ability to persuade, and the ability to direct action. Underlying these attributes are abilities and awareness, outlined in the Leadership Development Model, which serve as specific outcomes for the MAL program. Augsburg’s model of leadership development is designed to assess, promote, enhance, and refine these capabilities within the individual. Learning Goals and Outcomes The MAL program is designed to support students in developing the knowledge and skills to: • • • • • • Explore the nature and practice of leadership in a wide variety of dynamic organizational and community settings Develop a personal understanding and philosophy of leadership Aspire to be responsible leaders who are informed citizens, critical thinkers, and thoughtful stewards Enhance knowledge of self and the capacity to be reflective learners Analyze and navigate increasingly complex changing environments Formulate and articulate a shared vision in order to inspire others to achieve desired goals MAL Courses Each course encourages pursuit of the designated outcomes and uses a variety of learning techniques appropriate to adult learners. Instructional techniques include case studies, debate, written and oral presentations, and group activity. These techniques develop targeted leadership abilities and understanding. Students are encouraged to see abilities and 44 understandings as cross-disciplinary and to view content areas as integrated. The program reflects the view that the world in which we operate is complex and that dealing with it successfully requires well-developed integrative abilities. Plan of Study Accommodating the Full-Time Work Schedule Designed to meet the needs and preferences of working adults, the MAL program is based on the assumption that the students who enroll are career-oriented, self-disciplined, and well-motivated individuals seeking a balance of classroom experience, group interaction, and individual study. Courses are organized as seminars with the opportunity for discussion and dialogue. The program features classes taught by faculty from multiple disciplines and offers two formats to allow students to choose the option that works best for them. Both formats offer a combination of classroom and online learning styles in different proportions. The classic classroom format emphasizes face-to-face instruction augmented by online work. The integrated hybrid format combines online and intensive learning experiences with occasional sessions in a traditional classroom setting. Two Convenient Formats: Classic Classroom and Integrated Hybrid Cohort Overview Classic Classroom Format For more than 25 years, our classic classroom format has featured a flexible choice model that allows students to select courses that focus on individual goals, interests, and learning style. Students can also determine the pace at which they move through the program. This format offers numerous electives and allows for individualized studies. Some online work is incorporated into this format. Schedule During fall and spring semesters, classes usually meet every other Saturday morning or afternoon for four hours. Additional instruction time is provided online. Seven Saturday sessions are included in one semester. Some select classes meet on Monday evenings. Students can take a combination of Saturday and Monday courses. A sample class schedule in the classic classroom format: Period I Saturday 8:00 am to 12:00 pm Period II Saturday 1:00 pm to 5:00 pm Period III Weeknights 6:00 pm to 10:00 pm Note: Each class taken commits a student to Period I, Period II, or Period III, an average of two meetings a month. A few courses are taught on an immersion model, which features fewer but longer sessions. The MAL program also offers summer semester courses in seven-week, fourteen-week, or special immersion formats. Curriculum Four core courses: ML 505 - Foundations of Leadership ML 514 - Research Methods ML 580 - Colloquium on Contemporary Theories of Leadership ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) Seven electives, selected from more than 20 offerings* *Students may petition the program to do a thesis in place of two of the elective courses. Students who do the thesis are required to develop and carry out an in-depth study of some aspect of leadership or of a leadership-related topic and register for ML 592 Thesis Consultation I and ML 593 Thesis Consultation II. Students electing to write a thesis are still required to take ML 585 to complete the program. 45 Elective courses for the Classic Classroom format The MAL program requires that seven elective courses be selected from the following course list. All courses are 3 semester credits: ML 510 - Visions of Leadership ML 511 - Creativity and the Problem-Solving Process ML 520 - Self-Identity, Values, and Personal Growth ML 527 - Spirituality and Leadership in the Workplace ML 530 - Ethics in Communication ML 531 - The Dynamics of Change ML 535 - Organization Theory and Leadership ML 536 - Facilitating Organizational Change ML 538 - Communication Skills for Leadership ML 539 - Communicating a Self in the Modern Organization ML 540 - Political Leadership: Theory and Practice ML 545 - Decision Making and Leadership ML 548 - Coaching and Consulting ML 550 - Communication, Decision Making, and Technology ML 553 - Design and Leadership ML 557 - Language of Leadership ML 560 - Cultural Competence and Effective Leadership ML 563 - Leadership in a Global Society ML 565 - Women and Leadership ML 570 - Negotiation: Theory and Practice ML 574 - Strategic Leadership ML 575 - Constructive Conflict Resolution ML 576 - Leading Innovation ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience ML 598 - Independent Study ML 599 - Topics Overview of Integrated Hybrid Cohort Format A combination of online, classroom, and experiential learning The integrated hybrid model is completed in two years with a combination of intensive face-to-face sessions and online coursework. Students complete the program with a cohort of peers representing many different perspectives. Students learn from each other and build relationships that will provide support throughout the program and a valuable network for the future. Schedule After starting with a five-day summer experience, classes meet on a semester schedule September through mid-April (fall and spring semesters) and mid-May through mid-August summer semester). Coursework will be online and supported by three on-campus class sessions per term. Curriculum *ML 505 - Foundations of Leadership ML 512 - Responsible Leadership for the 21st Century (Intensive) *ML 514 - Research Methods ML 520 - Self-Identity, Values, and Personal Growth ML 523 - Leading Authentically ML 553 - Design and Leadership ML 563 - Leadership in a Global Society ML 574 - Strategic Leadership 46 ML 577 - Universal Responsibility and Leadership: A Nicaraguan Experience (or alternative elective) *ML 580 - Colloquium of Contemporary Theories of Leadership *ML 585 - Integrating the Theory and Practice of Responsible Leadership (Capstone Course) * Core courses offered in the integrated hybrid format (required for all students) A sequenced list of seven electives is prepared for each cohort. In the cohort program, students complete 11 courses, including a capstone course (ML 585). MBA/MAL Dual Degree The dual degree program takes advantage of the intellectual benefits of studying business administration and leadership in a coordinated program. It leverages Augsburg’s long tradition of graduate leadership training via the MA in Leadership with the robust demand for business education through our MBA program. The dual degree provides students with the leadership skills needed to run a business and, at the same time, helps them develop the comprehensive outlook they need to thrive in today’s interconnected world. A minimum of 18 Augsburg courses completes the MBA/MA in Leadership dual degree, including at least 7 MBA courses and 7 MA in Leadership courses. The following dual degree program requirements must be met. 7 courses are required from MBA courses: • • • • • • • MBA 510 – Managerial Economics MBA 520 – Accounting for Managers MBA 530 – Managerial Finance MBA 540 – Business and Professional Ethics MBA 550 – Marketing Management MBA 570 – Quantitative Decision Making for Managers MBA 580 – The Field Study 4 core courses are required from MA in Leadership courses with 3 MAL elective courses: • • • • • ML 505 – Foundations of Leadership ML 514 – Research Methods ML 580 – Colloquium on Contemporary Theories of Leadership ML 585, ML 585, ML 588 or ML 597 – Final Project ML Electives (3) Three Focus Area Courses Students will choose one course from each of the focus areas: Focus Area #1: Organizational Development • • • MBA 545 – Organizational Development ML 535 – Organizational Theory and Leadership Director approved course with organizational development focus Focus Area #2: Global/Multicultural Perspective • • • • MBA 565 – Global Environment for Managers ML 560 – Cultural Competence and Effective Leadership Ml 563 – Leadership in a Global Society Director approved course with global/multicultural focus Focus Area #3: Strategic Leadership • • • MBA 595 – Strategic Management ML 574 – Strategic Leadership Director approved course with strategic leadership focus 47 One Additional Elective Course Elective course may be taken in either MBA or MA in Leadership Program Admission to the Dual Degree Program Admission for the dual degree program is handled on a “rolling” basis and requires applicants to hold a bachelor’s degree from a regionally accredited four-year college or university. Official transcripts from all post-secondary institutions are required as well as a current résumé and two recommendations. An interview with the program director is also part of the admissions process. Although we do accept the GMAT and GRE, we also offer candidates an alternative math and writing profile assessment entitled the Individual Learning Profile (ILP) which provides a picture of candidate’s math and writing (verbal) competency detailing strengths and areas of improvement. The profile is not an admissions screening instrument and will be used as a platform to develop a skills improvement plan for students should they need it. Earning the dual degree during or after the MBA or MA in Leadership program Students who are currently enrolled in the MBA or MA in Leadership program or alumni who wish to return to Augsburg may add the dual degree to their existing degree by completing most of the same requirements listed on the front of this page. Students may use previously completed application pieces and coursework to help meet these requirements. Returning students may complete an abbreviated application form after consultation with the MBA or ML program director. Upon entering the MBA program, a quantitative online profile assessment must also be taken. This is used as a platform to enhance skills, if needed. Students with an MA in Leadership who wish to add the dual degree will take a minimum of 7 required MBA courses. Students will complete one course in each of the 3 focus areas if they did not complete these courses during their MAL program. Each student’s program will be slightly different based on their prior course selections. Students with an MBA will complete 4 required and 3 elective MA in Leadership courses. Students will need to complete one course in each of the 3 focus areas if they did not complete these courses during their MBA program. Each student’s program will be slightly different based on their prior course selections. Students in both programs will meet individually with the program directors to determine whether their completed final project meets the criteria aligned with the dual degree final project. Directors may ask that the project be modified or added to or ask the student to complete another project. These decisions will be made on a case-by-case basis. Certificate in Leadership Studies The certificate program is an attractive option for people who want to develop their leadership skills without undertaking a full degree program. A certificate is awarded after completion of five Augsburg MAL courses in leadership. Students pursuing this option take ML 505 - Foundations of Leadership and four additional electives. The normal application process is used for students who wish to pursue the certificate. Joint BA in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. The MAL program offers a large number of courses on a weekend schedule or Monday evening. Refer to the MAL program schedule for the list of courses each year and to the accounting program coordinator for a detailed academic plan. Students should meet with both the MAL director and an accounting advisor to create an effective plan for successful completion of the five-year program. General Requirements for the Accounting/MAL Program Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of: 48 • • • • • • Completed application form Three letters of recommendation (two from professors and one from an employer) Personal statement Example of their writing in an academic paper GPA of at least 3.30 Interview with a three-person panel from the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Professor Stu Stoller. For a complete list of courses and descriptions, see the Course Description Search. Admission to the Master of Arts in Leadership Program Admission Requirements Applicants to the program must have: • • • • • Bachelor’s degree from a regionally-accredited, four-year college or university Minimum cumulative undergraduate grade point average of 3.0 and a minimum cumulative grade point average of 3.0 for graduate courses completed at an accredited college or university. Should an applicant not meet the minimum admission requirements, a conditional admission may be possible as decided on a case-by-case basis. Applicants to the program must have two years of experience (or equivalent) with one or more organizations in a position of leadership or position demonstrating leadership potential. Applicants holding a master’s or other advanced degrees from accredited colleges or universities are admissible. Decisions about admission to the program will be made on an individual basis by the MAL Admissions Committee. Admission is handled on a “rolling” basis, with students admitted at the beginning of the fall, spring, and summer terms. Selection of candidates will be made on the basis of an evaluation of each applicant’s: o Previous college record o Letters of recommendation o Experience and organizational background o Written statement o Interview, if requested Application Checklist The following materials must be submitted to the Office of Admissions: • • • • • • • • Completed application form $35 non-refundable application fee (waived if online application is used) A 1-3 page statement relating the applicant’s career and life goals to leadership aspirations Recommendation letter and checklist from an immediate supervisor, assessing leadership potential Recommendation letter and checklist from a work colleague (at the same level) describing the applicant’s work style and leadership potential Official transcripts from all undergraduate institutions attended, listing all courses taken and any degree(s) conferred Official transcripts from all graduate institutions attended, listing courses taken and degree(s) conferred, if any. Résumé, if available. Applicants may be asked to participate in an interview with graduate program faculty and/or staff members. For further information, contact: Office of Admissions, 612-330-1101, gradinfo@augsburg.edu or www.augsburg.edu/grad. 49 Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outline in Admission of International Students in the Graduate Admissions section. Academic Policies Academic Evaluation Courses not offered on the numbered grading system are noted in the course descriptions in this catalog as being graded on P/N basis. In order to receive a grade of P, a student must achieve at least a grade of 3.0. No more than two courses with a grade below 3.0 will count toward the degree. No more than two courses with a grade of or below 2.5 can be repeated. Only the credits and grades earned the second time are counted in the grade point average. Any course with a grade of 2.0 or lower will be transcribed as 0.0 academic credit. In order to graduate, a student must have a cumulative GPA of 3.0 or above. All required courses and the final projects must be successfully completed. A student registered for a final course may be permitted to participate in commencement but will not receive a diploma until all courses are successfully completed. Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of N or 0.0 in a course, the student must petition successfully with the MAL director before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of N or 0.0 is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of College policy (as published in the Student Guide). Dismissal would occur only after established procedures were followed. MAL Program Enrollment Policy Students normally take either one or two courses per semester. Enrolling in two courses per semester (including summer semester) enables a student to complete the coursework in the program within two years. Students who are away from classes for one year or longer must complete an Application for Readmission and submit it to the Registrar’s Office. Students who have been out of the program for more than two years may, at the discretion of the program director, be required to take additional courses to refresh their understanding of the field. Accreditation and Affiliation Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditation, approvals, and memberships, in the Accreditation, Approvals and Memberships section. MAL Faculty Andrew Aoki, Professor of Political Science. BA, University of Oregon; MA, PhD, University of Wisconsin. John Benson, Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MA, PhD, Columbia University. Thomas Berkas, Instructor of Leadership Studies. BCE, University of Minnesota, PhD University of Minnesota. Larry Bourgerie, Instructor of Leadership Studies. BS, BA, MA, University of Minnesota. Senior Vice President Human Resources, TrueStone Financial. Joseph A. Erickson, Professor of Education. BA, MA, University of St. Thomas; MA, Luther Seminary; PhD, University of Minnesota. Stephen K. Erickson, Instructor of Leadership Studies. BA, Augsburg College; JD, University of Minnesota. Vice President and Advanced Practitioner, Erickson Mediation Institute. 50 Garry Hesser, Martin Olav Sabo Professor of Citizenship and Learning. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Lucinda Hruska-Claeys, Instructor of Leadership Studies. BS, University of Minnesota; MA, Southern Illinois UniversityCarbondale; JD, University of Minnesota; MAL, Augsburg College. Vice President and Special Accounts Consultant, Wells Fargo Bank N.A. Steven Jeddeloh, Instructor of Leadership Studies. BS, Mankato State University; MED in Education and MED in Training and Organization Development, University of Minnesota; MA, PhD, Fielding Graduate University. President of Leadership Resources Consulting. David Lapakko, Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Velma J. Lashbrook, Assistant Professor of Leadership Studies. BS, Iowa State University; MS, Illinois State University; EdD, West Virginia University. Karen J. Lokkesmoe, Instructor of Leadership Studies. BA, Augsburg College; MPA, PhD, University of Minnesota. President, Lokkesmoe Consulting, LLC. Steven Manderscheid, Instructor of Leadership Studies. BS, St. Cloud State University; MS, University of Minnesota; EdD, University of St. Thomas. Chair, Department of Organizational Management, Concordia University. Marilyn S. McKnight Erickson, Instructor of Leadership Studies. BA, Augsburg College; MA, St. Mary's University; President and Advanced Practitioner, Erickson Mediation Institute, Mpls. Thomas Morgan, Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Norma C. Noonan, Professor Emerita of Political Science and Leadership Studies, former Director of the Center for Leadership Studies and the MAL Program (1993-2011). BA, University of Pennsylvania; MA, PhD, Indiana University. Diane Pike, Professor of Sociology. AB, Connecticut College; PhD, Yale University. John S. Schmit, Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas-Austin. Kathryn Swanson, Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Alan Tuchtenhagen, Assistant Professor of Leadership Studies and Director of the Center for Leadership Studies and the MAL Program. BS, Westmar College; MA, University of Nebraska; DPA, Hamline University. Joseph Volker, Instructor of Leadership Studies. BA, University of California-Irvine; MA, PhD, University of Minnesota. Vice President and Practice Area Leader, MDA Leadership Consulting Inc. Staff Patty Park, Program Coordinator. BA, University of Minnesota; MA, Augsburg College. 51 Master of Arts in Nursing and Doctor of Nursing Practice Welcome to graduate nursing education at Augsburg College. Our classes are made up of students representing a dynamic mix of cultures, spiritual traditions, and life-ways. It is exciting for us to offer experienced nurses transforming educational opportunities and engaging transcultural encounters that expand their career choices and advance their nursing practice. The increasing diversity of our population today challenges all of us to respond to individual health care needs with creativity and competence in a variety of emerging care settings. The Master of Arts in Nursing program is designed to prepare nurses for those evolving contexts of care. Students can choose between two tracks of study: Transcultural Nursing and Transformational Nursing Leadership. Each track of study emphasizes leadership skills, inter-professional collaboration and ways to serve persons in a variety of care settings. The post-master’s Doctor of Nursing Practice (DNP) program builds on the MAN and prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP curriculum embraces integrative health care and holistic nursing practice to maximize health for individuals and communities. Students design their own scholarly paths defined by their unique gifts, interests, and practice goals. Throughout the DNP program there are a range of opportunities for collaboration across cultures, socioeconomic strata and care systems. The post-BSN (Bachelor of Science in Nursing) to DNP/Family Nurse Practitioner track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing foundation, the DNP/FNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Classes in both the DNP and MAN programs are offered on the Augsburg campus and at Bethel Lutheran Church in Rochester, MN, where our branch campus is located. Video conferencing and online assignments are used for some of the classes, however, our students and faculty are committed to driving from one site to the other at least once during each semester to be physically present and together. Building relationships is important to us. Program faculty and staff are available at both sites and eager to assist students. Cheryl J. Leuning Chair, Department of Nursing Director, Master of Arts in Nursing Program and Doctor of Nursing Practice Program 52 Master of Arts in Nursing Mission The Master of Arts in Nursing program is designed to prepare nurses for transformational leadership and transcultural nursing practice across care settings with particular emphasis on addressing health inequities. Students select from two tracks of study—Transformational Nursing Leadership or Transcultural Nursing. Both tracks prepare nurse leaders to assume a wide variety of roles and responsibilities throughout the healthcare system and in emerging care settings in communities. Curriculum The MAN curriculum is organized into 33 semester credits –15 semester credits in a Nursing Core, in which all students enroll, and 18 semester credits in one of the two Tracks of Study. Practica are taken concurrently with most courses and are integrated throughout the program. Each semester credit of practicum is equal to 45 clock hours of practice. Students select a track of study when applying to the program, however, this is not essential until after one’s first semester. Students may study full-time (6-8 semester credits per term) or part-time (4 semester credits per term). Time to degree completion takes an average 22 months when studying full-time, and 32 months when studying part-time. Nursing Core Courses (15 semester credits) The core nursing courses integrate a strong foundation of social justice incorporating multiple ways of knowing with curricular emphasis on nursing science, art, and theory to guide practice. NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 541 - Politics of Health (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) NUR 505 - Theoretical Foundations for Advanced Nursing Practice (3 semester credits) NUR 505P - Practicum: Theoretical Foundations for Advanced Practice Nursing (1 semester credit) NUR 520 - Research Methods in Nursing (3 semester credits) Transformational Nursing Leadership Track (18 semester credits) The Transformational Nursing Leadership track is designed to develop nurse leaders’ ability to critically analyze, articulate, and develop effective strategies to cope with high level health care disparities. Curricular emphasis is on interprofessional collaboration across care settings. Participation in nursing leadership practica in traditional and emerging care settings adds depth and meaning to classroom dialogue. Practica also provide opportunities for students to apply knowledge and gain experience partnering with diverse care providers, populations, and communities to address health inequities in creative and relevant ways. Transformational Nursing Leadership track courses include: NUR 501 - Nursing Leadership in Complex Adaptive Systems (3 semester credits) NUR 501P - Practicum: Nursing Leadership in Complex Adaptive Systems (1 semester credit) NUR 521 - Transformational Nursing Leadership (3 semester credits) NUR 521P - Practicum: Transformational Nursing Leadership (2 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P - Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Practicum: Graduate Field Project (2 semester credits) Students graduating from the Transformational Leadership Track of the master’s program are eligible to apply to the American Nurses Credentialing Center (ANCC) for certification as a Nurse Executive, Advanced and to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing. Graduate Field Project in Transformational Nursing Leadership Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum–NUR 523 and NUR 525—emphasize the development 53 and articulation of a final field project focused on transformational leadership. Students present their final projects in NUR 525. Transcultural Nursing Across Care Settings Track (18 semester credits) The Transcultural Nursing track in the Master of Arts in Nursing program was designed to prepare nurses for advanced practice across care settings in culturally diverse communities. The curriculum is grounded in nursing science, theoryguided practice, and transcultural principles. Emphasis is on reaching out to persons and populations that are underserved by traditional care systems and who exist outside of the social mainstream. As such, the track provides rich alternative learning opportunities for graduate students locally and internationally. Transcultural Nursing Across Care Settings track courses include: NUR 532 - Transcultural Healing Practices and Self Care (3 semester credits) NUR 532P – Practicum: Transcultural Healing Practices and Self Care (1 semester credits) NUR 530 - The Power of Ritual and Ceremony for Healing (3 semester credits) NUR 530P – Practicum: The Power of Ritual and Ceremony for Healing (1 semester credits) NUR 523 - Theory, Practice and Research Seminar (3 semester credits) NUR 523P – Practicum: Theory, Practice and Research Seminar (2 semester credits) NUR 525 - Graduate Field Project (3 semester credits) NUR 525P - Graduate Field Project (2 semester credits) Students graduating from the Transcultural Nursing track of the master’s program are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC) (www.ahncc.org). Graduate Field Project in Transcultural Nursing Students will fulfill their Master of Arts in Nursing through a final practice-focused project, which serves as the capstone of the master’s program. The last two classes in the curriculum—NUR 523 and NUR 525—emphasize the development and articulation of a final field project focused on transcultural nursing. Students present their final projects in NUR 525. Practica Practice experience is emphasized in both tracks in the Master of Arts in Nursing program. Students earn 9 semester credits of practicum work that is equal to 405 clock hours of practice—45 clock hours per semester credit hour. Practica are generally semi-structured, experiential, and led by faculty and cultural guides familiar with the communities in which the practica occur. Some practica are student directed. In all practica, students are encouraged to immerse themselves in practice settings that serve persons underserved or excluded from mainstream health care, as emphasis in the program is on cultural diversity and health inequities across health care settings. Practica focusing on experiential learning with a transformational nurse leader provides students with the opportunity to gain a greater understanding of organizational dynamics and change through a complexity science paradigm. Augsburg Central Health Commons & the Inner City A unique opportunity for students to explore advanced nursing roles and new models and forms of practice is provided by the Augsburg Central Health Commons, and the Health Commons in the Cedar-Riverside neighborhood. Both Health Commons are nursing-led drop-in centers dedicated to serving those in need and focused on healthy individuals and communities. People from diverse backgrounds, who have health experiences grounded in wide ranging cultural contexts frequent the Health Commons for health support and reassurance. Service and care are based on respect, relationship, and collaboration that connects health and hope for all participants. Health Commons partners include Central Lutheran Church in downtown Minneapolis, Fairview Health Services, U-Care, and the East Africa Health Project. Study Abroad and Away The Department of Nursing works closely with cultural guides and nurse mentors in various contexts of care in emerging care settings at home and abroad. The Center for Global Education is a partner with the Department of Nursing in developing and facilitating study abroad opportunities in Guatemala and Mexico. 54 Additional collaborative partners include the Ministry of Health and Social Services (MOHSS) in Namibia, the Pine Ridge Retreat Center, in Pine Ridge, SD, and a variety of cultural guides and local practitioners throughout England. A detailed listing of practica and immersion experiences abroad and away can be found at the nursing website (www.augsburg.edu/nursing). For a complete list of courses and descriptions, see the Course Description Search. Admission Requirements Decisions about admission to the program will be made by the Graduate Admissions Committee on an individual basis. Admissions are handled throughout the year, with students being admitted at the beginning of the fall (September) and spring (January) semesters. Selection of candidates will be made on the basis of an evaluation of the following items: • • • • • • • • • • • • • • • • • • An earned Bachelor’s degree in nursing from a regionally accredited college or university, or an Associate of Science degree in nursing in addition to a non-nursing bachelor’s degree A cumulative GPA of 3.0 in all previous college coursework Experience as a registered nurse Three letters of recommendation A current, unencumbered nursing license All required immunizations Transcripts from all colleges and universities attended A Criminal Background check A college level statistics course within the last 7 years is required for progression in the program, but is not necessary for admission A written statement describing professional and educational goals The following items must be sent to the Office of Admissions: Completed application form—www.augsburg.edu/ma_nursing $35 non-refundable application fee A 2-3 page typed statement describing the applicant’s professional and educational goals Three letters of recommendation (in English) addressing the applicant’s character and ability for graduate study. (Two of these recommendations must be from professional colleagues) Evidence of Health Insurance Portability and Accountability Act (HIPAA) training, and required immunizations Official transcripts from all undergraduate and graduate institutions attended, listing all courses taken and any degree(s) conferred An interview with graduate program faculty and/or staff members may be requested. Admission as an International Student International applicants must submit the required application materials listed above. For more information, refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Evaluation of academic performance in the Master of Arts in Nursing program will be based on number grades using a 4.0 point scale. See detailed information in the Academic Programs and Policies Attendance Policy Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Instructors may lower grades if attendance and participation is lacking. Individual syllabi will contain individual instructors’ requirements. Because classes are held in Rochester and Minneapolis, students must prepare to drive to class at least once per term. 55 Academic Probation and Dismissal Policies Students must maintain a 3.0 cumulative grade point average in the MAN program. If a student falls below a 3.0 average, the student will be placed on probation for the following term. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If a student receives a grade of 2.0 or less in a course, the student must petition successfully to the faculty of the Master of Arts in Nursing program before being allowed to continue in the program. A plan for the student to follow would be outlined at that time. If a second grade of 2.0 or less is received, the student may be dismissed from the program. Students may also be dismissed for behavior detrimental to the program, such as a gross violation of college policy as published in the Student Guide. Dismissal would occur only after established procedures were followed. Credit for Prior Education Students may petition the Master of Arts in Nursing faculty for approval of transfer of credit. Transfer credits will be evaluated on an individual basis. The only courses that will be considered for transfer credit are those earned from regionally accredited colleges and universities, whose course content is comparable to course content in the Master of Arts in Nursing program. No more than nine semester credits will be accepted for transfer credit. Schedules for Classes Master’s classes are taught in a hybrid format combining in-class and web-based instruction to meet the needs of working adults. Most classes meet 6 times per semester for 5 hour periods. Video conferencing is used to connect students in Rochester, MN, with students in Minneapolis. Some driving for class is required, as students from Rochester will travel to Minneapolis one time per term and students from Minneapolis will travel to Rochester one time per term. If weather is inclement, video conferencing is used. Classes in Rochester meet at Bethel Lutheran Church at 810 3rd Ave SE, Rochester, MN. Practica are additional to courses. Students enroll in practica concurrently with enrollment in courses. Accreditation and Affiliations The Master of Arts in Nursing program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation Approvals, and Memberships section. Department of Nursing Faculty Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MAN, Augsburg College; DNP, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP, Augsburg College. Ruth Enestvedt, Assistant Professor. BSN, St. Olaf College; MSN, PhD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire, Durham, NH; Nursing Major, College of St. Teresa, Winona, MN; MA, St. Mary’s College, Minneapolis, MN; MSN, University of MN; PhD, University of Colorado. Kaija Freborg, Assistant Professor of Nursing. BSN, University of Wisconsin- Eau Claire; MAN, Augsburg College; DNP, Augsburg College. 56 Lisa Van Getson, Assistant Professor of Nursing, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College. Staff Sharon Wade, Nursing Programs Coordinator. BA, Augsburg College. Linden Gawboy, Nursing Programs Administrative Assistant. 57 Doctor of Nursing Practice – Transcultural Nursing Leadership (DNPTCN) The post-master’s Doctor of Nursing Practice program prepares nurses for innovative health leadership and advanced nursing practice at local and system-wide levels. Drawing on a transcultural nursing foundation, the DNP-TCN curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is placed on maximizing health within populations and communities through peaceful, just and collaborative actions across care settings and cultures, focusing on eliminating health inequities locally and globally. As a post-master’s program, the DNP-TCN track of study builds upon the strengths of the Master of Arts in Nursing (MAN) program and prepares nurses for advanced leadership and practice roles in Transcultural Nursing (TCN) and Holistic Nursing. Program Goals Graduates of the Doctor of Nursing Practice program are prepared to: • • • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities Challenge conventional knowledge about illness through an ecological approach to social determinants of health Lead change through building coalitions with marginalized people that are based on mutuality and common cause Program Structure The program is structured in a modified cohort model. One cohort a year will be admitted to begin in the fall term. Students can choose to take full or part-time study. Students taking full-time study take two didactic offerings, two seminars, and a practicum each semester. Students in full-time study can complete the post-master’s DNP-TCN curriculum in 20 months, including completion of the capstone project. Students selecting part-time study take one didactic offering, one seminar and a practicum each semester. As a part-time student, completion of the program is expected to take 32 months, including completion of the capstone project. The DNP curriculum is organized into 33 semester credits comprised of didactic classes, experiential practica, and seminars, with a capstone project completing the degree. As a practice doctorate, the emphasis is on building leadership and practice skills in knowledge application among diverse population groups. The goal is to improve health and decrease health inequities that lead to unnecessary morbidity and mortality in communities. Students graduating from the DNP-TCN track are eligible to apply to the Transcultural Nursing Certification Commission (TCNCC) for advanced certification in Transcultural Nursing and certification in Holistic Nursing through the American Holistic Nurses Credentialing Corporation (AHNCC) (www.ahncc.org/). Didactic A total of six didactic courses (18 semester credits) constitute the DNP program. One course equals three semester credits. Courses are taught in an immersion model two days a month—eight hours of class time the first day and four hours the subsequent morning, followed by an afternoon seminar. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus. Video conferencing is used for some of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing is used. Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. In a 15-week semester, practicum hours are computed as follows: 58 • • • 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP, students must complete a total of 1,000 practicum hours in their Master’s and DNP programs. Students will be allowed to transfer up to 600 practicum hours from their master’s in nursing into the Augsburg DNP. As such, all students will register for at least nine semester credits of practica in the post-master’s DNP-TCN. Seminars Seminars focus on integration of conceptual learning with field practice, developing the student’s particular practice interests. Students are required to participate in a doctoral seminar every semester —fall and spring—until completion of the DNP degree. Cohorts of students who enter the DNP program together usually progress as a group in the seminars in which they enroll each term, depending on whether they are studying full-time or part-time. The final seminar (NUR 841) culminates in the capstone project presentation and completion of the requirements for the DNP degree. Final DNP Capstone Project Final DNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP capstone projects in the early stages of the DNP program and continue throughout. This scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP Applicants to the Doctor of Nursing Practice program must have: • • • • • • An earned master’s degree in nursing from a regionally-accredited institution A GPA of 3.2 on a 4.0 grading scale in master’s in nursing program A current unencumbered RN license to practice in the US. Evidence of a completed graduate research course Evidence of up-to-date immunizations Satisfactory results of a certified federal criminal background check Decisions about admission to the program will be made on an individual basis. Selection of candidates will be made on the basis of an evaluation of the following items for each applicant: • • • • A three-page typed, double-spaced essay demonstrating ability to write in a thoughtful, coherent manner Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services.) Three professional references An interview with program faculty The number of applicants admitted to the DNP program will be limited and based on availability of faculty members who share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). 59 Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate Admissions for more information. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Department of Nursing Faculty Pauline Abraham, Assistant Professor of Nursing. BSN, Winona State University; MAN, Augsburg College; DNP, Augsburg College. Katherine Baumgartner, Assistant Professor of Nursing. BSN, Minnesota State University; MAN, Augsburg College; DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center, BSN University of Wisconsin-Eau Claire; MAN, Augsburg College; DNP, Augsburg College. Cheryl Leuning, Professor of Nursing, Chair of the Department of Nursing, and Director of Graduate Programs. BA, Augustana College; MS-PHN, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor of Nursing. ADN, Rochester State Junior College; BSN, Augsburg College; MAN, Augsburg College; DNP, Augsburg College. Ruth Enestvedt, Assistant Professor. BSN, St. Olaf College; MSN, PhD, University of Minnesota. Joyce Perkins, Assistant Professor of Nursing. BS, University of New Hampshire, Durham, NH; Nursing Major, College of St. Teresa, Winona, MN; MA, St. Mary’s College, Minneapolis, MN; MSN, University of MN; PhD, University of Colorado. Lisa Van Getson, Assistant Professor of Nursing, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University, St. Paul, MN; MAN, FNP, Winona State University; DNP, Augsburg College. Staff Sharon Wade, Program Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant 60 Doctor of Nursing Practice/Family Nurse Practitioner The post-BSN (Bachelor of Science in Nursing) to DNP/FNP track of study prepares nurses for advanced nursing leadership and integrative primary care of families across cultures and care settings. Drawing on a transcultural nursing foundation, the DNP curriculum embraces integrative healthcare and holistic nursing practice. Emphasis is on eliminating health inequities through peaceful, just, and collaborative actions that uphold and improve human potential. The curriculum emphasizes knowledge, skills and values that foster one’s ability to lead change, while addressing health needs and concerns of families and communities. Nursing scholarship and advanced autonomous practice frame the critical exploration of knowledge in transcultural nursing, integrative healthcare practices, transformational leadership, and health assessment. Program Goals Graduates of the Doctor of Nursing Practice/Family Nurse Practitioner program are prepared to: • • • • Negotiate the complexity of multicultural care settings and care systems to eliminate health inequities among populations and communities. Challenge conventional knowledge about illness through an ecological approach to social determinants of health. Lead change through building coalitions with marginalized people that are based on mutuality and common cause. Provide primary care to persons, families and communities with particular consideration for those who are underserved and/or marginalized by dominant societal structures. Program Structure The program is structured to admit students beginning each fall semester. Students may take courses on a part-time or full-time basis during the completion of their Masters of Nursing or Doctor of Nursing Practice courses. Full-time study is required during the didactic and clinical courses in the FNP course sequence during the last two years of the program. Length of program: The Post-BSN to DNP/FNP track of study leads to eligibility for certification as a Family Nurse Practitioner (FNP) through the American Nurses Credentialing Center (ANCC) and requires a minimum of 84 semester credit hours, including 57 didactic credit hours and 23 practicum credit hours. Didactic A total of 19 didactic courses (57 semester credits) constitute the DNP/FNP program. Didactic classes, structured practica, and clinical experiences are taught in a variety of flexible schedules that are responsive to student needs. Master level classes (NUR 500 level courses) consist of six classes a semester - five hours of class time, in addition to taking a one credit practicum course associated with the didactic course. The DNP courses (NUR 800 level), are taught in an immersion model two days a month - eight hours of class time for the first day and four hours the subsequent morning, followed by an afternoon seminar. The FNP courses (final two years of study) are offered on Mondays approximately five times a semester, class time hours will vary from 8 to 12 hours. Web-based assignments are integrated into all classes through Moodle. Summer meeting schedules will be more condensed. Community practicum experiences may be scheduled during the class meeting days as well. Additionally, some courses may be taught in an immersion format, where students and faculty are “immersed” in a unique socio-cultural context and course content and a set number of practicum hours are condensed into seven to fourteen days. Class attendance is expected and should be considered a key responsibility, not only to one’s self, but to one’s classmates and the course instructor. Classes are held on Augsburg’s campus in Minneapolis and in Rochester, MN, at Bethel Lutheran Church (810 3rd Ave SE) the location of Augsburg’s branch campus or at Hermitage Farm Center for Healing, 6415 West River Road NW, Rochester, MN. Video conferencing is used for some of the classes, however, students must be prepared to drive to Rochester and/or Minneapolis for class at least once per semester. If weather is inclement, video conferencing is used. 61 Practica Practica are organized to give flexibility and individual choice to students to support their increasing independence and depth of practice experience at the doctoral level. Students select practicum experiences that are either structured immersions in a variety of cultural contexts led by nursing faculty or that are student initiated and individually directed experiences mentored by nursing faculty. FNP clinical sites will be arranged by clinical faculty. In a 15-week semester, practicum hours are computed as follows: • • • 1 semester credit hour = 2 semester credit hours = 3 semester credit hours = 45 clock hours of practicum time per semester 90 clock hours of practicum time per semester 135 clock hours of practicum time per semester To earn the DNP/FNP, students must complete a total of 1,035 practicum hours. Students will be allowed to transfer up to 400 practicum hours from their master’s in nursing. To complete the DNP/FNP, students must complete 630 practica hours (530 hours of primary care of the adult and 100 hours of primary care of children and women’s health). As such, all students will register for at least 23 semester credits of practica. Seminars Seminars focus on integration of conceptual learning with field practice developing the student’s particular practice interest. Students are required to participate in a total of four one-semester-credit doctoral seminars during the DNP/FNP program. The final seminar culminates in the project presentation and completion of the requirements for the DNP degree. Final DNP/FNP Capstone Project Final DNP/FNP capstone projects must make a significant impact on nursing practice and health outcomes of populations and communities, demonstrate an evidence-based contribution to existing nursing knowledge, and be suitable for presentation or publication in a peer-reviewed venue. Through this scholarly project students demonstrate leadership in synthesizing and applying scientific knowledge to practice challenges in local and/or system wide contexts of care. Students should begin working on their DNP/FNP capstone projects in the early stages of the program and continue throughout. This scholarly project is planned in collaboration with a major faculty advisor. For a complete list of courses and descriptions, see the Course Description Search. Admission to the DNP/FNP • • • • • • • • • A completed application form and payment of application fee ($50 fee waived if apply on-line). An earned baccalaureate degree in nursing (BSN or BAN), master’s degree in nursing, or a doctor of nursing practice (DNP), from a nationally accredited institution and a nationally accredited nursing program. A non-refundable check or money order for $950 to be used to hold a place in the DNP/FNP program if accepted. If not accepted the check or money order will be returned. If accepted the $950 will be applied to the orientation practicum. A minimum of five years active and current clinical practice as a Registered Nurse. Evidence of current unencumbered license as a Registered Nurse. MN license required. Other state licenses will be required for clinical rotations. Official transcripts from all colleges and universities attended (Applicants with a college or university degree completed outside of the United States must submit an official evaluation from World Educational Services. All costs related to document translations and evaluations are applicants’ responsibility. GPA of 3.0 from previous baccalaureate nursing program; GPA of 3.2 from previous master’s in nursing program or DNP program. Three professional letters of recommendation. A 2-page professional essay responding to the following: Explain why transcultural, holistic and integrative health education as a Doctorate of Nursing Practice/Family Nurse Practitioner is important in shaping the future of healthcare. 62 • • • • • • • • • Documentation verifying the number of practice hours completed in a nationally accredited graduate nursing program, if applicable. (A maximum of 400 practice hours may be transferred into the DNP/FNP tract of study from a nationally accredited master’s in nursing program.) A current Curriculum Vitae. Evidence of a completed undergraduate statistics course (within the last 5 years) on an official transcript before enrolling in the Nursing Research course (NUR520) & the associated practicum (NUR520P1). Evidence of up to date immunizations per Department/College requirements A valid passport or proof of application submitted. Evidence of HIPAA training within the last 2 years. Satisfactory results of a certified federal criminal background check at time of admission and annually thereafter; additional testing may be required for clinical placement, e.g., alcohol, drug testing, HIV testing, etc. Applicants whose first language is not English, must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). Successful personal interview with Augsburg Nursing Faculty. The number of applicants admitted to the DNP/FNP program will be limited and based on availability of faculty members that share a student’s practice interests and goals. Meeting the minimum admission criteria does not ensure that an applicant will be admitted to the program. The above Admission Criteria are current as of April 2014 and are subject to change. Applicants who have graduated from a foreign nursing program, should submit their coursework for validation to the World Education Service (WES) and have the reports sent directly to Augsburg College. Additionally, internationallyeducated applicants may request the Commission on Graduates of Foreign Nursing Schools (CGFNS) (www.cgfns.org/) to forward their educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Applicants whose first language is not English must submit evidence of earning a minimum score of 95 out of a possible 120 (or 250 if previous version was taken) on the Test of English as a Foreign Language (TOEFL). See Graduate Admissions for more information. Accreditation The Doctor of Nursing Practice program is accredited by the Commission on Collegiate Nursing Education (CCNE), which has accredited the Master of Arts in Nursing and the Bachelor of Science in Nursing programs at Augsburg. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. Department of Nursing Faculty Katherine Baumgartner, Assistant Professor. BSN, Minnesota State University; MA, DNP, Augsburg College. Kathleen Clark, Assistant Professor and Coordinator of the Augsburg Central Nursing Center. BS, MA, Augsburg College. Ruth Enestvedt, Assistant Professor. BS, St. Olaf College; MS, PhD, University of Minnesota. Cheryl Leuning, Professor, Chair of the Department of Nursing, and Director of Graduate Nursing Programs. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Joyce Miller, Assistant Professor. ADN, Rochester Community Technical College; BSN, MA, DNP, Augsburg College. Joyce Perkins, Assistant Professor. BS, University of New Hampshire; RN, College of St. Teresa; MA, St. Mary’s College Graduate Center; MS, University of Minnesota; PhD, University of Colorado. 63 Lisa Van Getson, Assistant Professor, BSN, College of St. Teresa, Winona, MN; MA, St. Catherine University; MAN, FNP, Winona State University; DNP; Augsburg College. Staff Sharon Wade, Program Coordinator, BA, Augsburg College. Linden Gawboy, Administrative Assistant 64 Master of Business Administration Embarking on a graduate degree program is an exciting and challenging decision. The Augsburg MBA is a rigorous and intensive educational experience. The Augsburg MBA is practical and “hands-on,” focusing on applicable skills and knowledge designed to increase your ability to think, analyze and act. The Augsburg MBA provides students a unique opportunity to investigate business cultures and practices through a faculty-led international experience. Our curriculum integrates the global experience of our faculty and reflects Augsburg’s mission of developing leaders grounded in values, purpose, and vocation. The Augsburg MBA is a proven accelerated program focusing on practical skills, knowledge, and teamwork; while built on a foundation of ethical decision-making. The Augsburg MBA additionally offers students the ability to include enhanced instructions in several professional business disciplines. We invite students to challenge themselves and their classmates to bring a new and expanded focus through guided reflection and examination. Augsburg MBA students are chosen because they exhibit purpose and direction in their careers and lives, and positive engagement with their community and associates. We invite you to become part of a growing community of Augsburg MBA alumni. Bruce E. Batten, Ph.D. Director, Master of Business Administration Program MBA Mission To prepare students for professional careers in business by developing their decision-making skills, critical thinking and by transforming them into effective managers and leaders in service to others. The program aspires to provide an outstanding student-centered education that produces graduates who are critically astute, technically proficient, and who understand the moral and ethical consequences of their decisions on their organization and on the world. Accreditation The Augsburg MBA is a candidate for accreditation with the Association of Collegiate Business Schools and Programs (ACBSP). Augsburg is accredited by The Higher Learning Commission, North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the listing in the Accreditation, Approvals, and Memberships section. MBA Program Overview Today’s business leader must be able to quickly analyze situations and information and critically analyze alternatives and courses of action. The purpose of the Augsburg MBA is to prepare students to accept greater responsibility in organizations facing this dynamic and fast-evolving business culture. The curriculum of the MBA gives students the ability to think critically and ethically as they face the increased challenges of a global business environment. Quality, individual initiative, ethics, and teamwork are hallmarks of the Augsburg MBA. We have a commitment to continually improve students’ experiences and learning in the program. Our faculty is uniquely qualified to bridge theory and realworld application, giving MBA students opportunities to acquire skills and knowledge in a variety of disciplines. The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. Plan of Study The Augsburg MBA is an accelerated, evening program that allows working professionals to complete an MBA degree in approximately 24 months. This is accomplished by using a cohort model in which students follow a predetermined schedule with classes meeting one night a week. Students in a cohort program model stay together as a group through the sequence of classes for the duration of the program. This provides a continuous, collaborative learning process. The cohort environment fosters a cohesive learning community where students learn from each another, mentor each other, and peer coach. You’ll share diverse professional expertise and experience as you work in teams on projects, case studies, presentations, and simulations, 65 both inside and outside of class. Working both individually and in small groups enables you to enhance your strengths, build your skills, expand your business acumen, and improve your decision-making. Together as a community you’ll build personal, social, and academic abilities. Adult learners bring a wealth of work and personal life experiences with them into the classroom, multiplying the opportunities for learning. The personal connections and relationships you build with fellow students and faculty will extend into an important and valuable network as you take your career to new levels. Program Requirements The Augsburg MBA requires 39 semester credits for degree completion, consisting of 11 required courses and two elective courses. All Augsburg MBA courses are three semester credits. Each course consists of 28-32 hours of in-class instruction and 5 ½ - 9 ½ hours of online instruction through our web-based electronic course management system. Up to nine credits may be waived through prior business coursework (with director/faculty approval) or certain professional credentials (with appropriate documentation). Courses that can be waived with equivalencies: • • • • • MBA 510 (3 semester credits) MBA 520 (3 semester credits) MBA 530 (3 semester credits) MBA 550 (3 semester credits) MBA 565 (3 semester credits) Professional Credentials Students who have passed the Certified Public Accountants (CPA) or Certified Management Accountants (CMA) exam may be waived from MBA 520, Accounting for Managers. Prior Academic Coursework Guideline • • • • • Students with prior academic coursework that meets the following criteria may be waived from eligible core courses. Completion of at least two undergraduate courses covering corresponding Augsburg MBA core course material (See department for Equivalency details). The most recent of the undergraduate courses was taken within the past five years and a second course within seven years. A grade of B (or 3.0 on 4 point scale) or higher was earned in any course considered for a course waiver. Course(s) must be taken at an approved, regionally-accredited institution. Acceptance of core course waivers implies the student accepts the responsibility for having the essential knowledge and understanding of the core course material, and is properly prepared for any future core or elective course for which the waived course was a prerequisite. Academic credit is not awarded for any waived course, nor will the course appear on academic transcripts. Specialized Plan of Study The Augsburg MBA offers students the flexibility of completing a general MBA or a specialized MBA with a concentration that matches their interests and career goals. An Augsburg MBA with a concentration consists of 11 required MBA courses and 3 additional courses that focus on a specific area of interest. Academic Calendar The Augsburg MBA is designed as a year-round program. Courses are offered during fall, spring, and summer semesters. Courses are offered consecutively during each term so students are able to concentrate on one subject at a time. The program is designed to have students take at least two courses per term. Official academic calendars and the MBA registration policies can be found at www.augsburg.edu/registrar. The unique cohort model of the Augsburg MBA requires individual schedules for each cohort. These schedules are provided by the MBA department. 66 The Faculty-Led International Experience Each year, all current MBA students are offered the opportunity to participate in a faculty-led international experience. This trip is taken in conjunction with either of these courses: MBA 565 - Managing in a Global Environment or MBA 595 Strategic Management. Students will travel as a group to an international location, visit businesses, participate in faculty lectures, and learn about the culture and traditions of the countries visited. Each MBA student should have two opportunities during their matriculation in the program to participate. Costs can vary; but as a minimum, trips normally include tuition (for the course selected), airfare, lodging, and travel in-country, as well as some meals. The Augsburg MBA The 11 required courses of the Augsburg MBA are as follows: MBA 510 - Applied Managerial Economics MBA 520 - Accounting for Business Managers MBA 530 - Managerial Finance MBA 540 - Business and Professional Ethics MBA 545 - Organization Behavior MBA 550 - Marketing Management MBA 565 - Managing in a Global Environment MBA 570 - Quantitative Decision-Making for Managers MBA 580 - The Field Study MBA 592 - Leadership: Ethics, Service, and Transformation MBA 595 - Strategic Management To complete their MBA degree, students must also select two Elective Courses from a pool of courses in the areas of finance, management, marketing, international business, or health care. Graduate Concentrations and Certificates MBA with a concentration The Augsburg MBA with a concentration requires the successful completion of 14 MBA courses, including the 11 required courses listed above and three required concentration courses. Available concentrations may include: finance, management, marketing, international business, or health care. A concentration may allow students to become competitive in a specific career field or, in some cases, it may assist students in achieving professional certification or accreditation. Availability of concentration courses is dependent on student interest. Finance Concentration MBC 532 - Investment Theory and Portfolio Management MBC 535 - International Finance MBA 599 - Special Topics: Finance Project Management Concentration MBA 596 - Managing Innovation MBA 576 - Project Management MBA 599 - Special Topics: Operations Marketing Concentration MBA 599 - Special Topics: Marketing Research MBA 599 - Special Topics: Strategies in E-Marketing MBC 552 - Marketing Communications International Business Concentration MBA 599 - Special Topics: Strategies in Global Marketing MBA 599 - Special Topics: International Logistics MBA 599 - Special Topics: Feasibility Project 67 Health Care Management Concentration MBC 547 - Human Resource Issues in Health Care MBC 537 - Health Care Financing MBA 593 - Health Care Operations Management Social Entrepreneurship Certificate The Social Entrepreneurship Certificate will expose students to the skills, knowledge, and perspectives necessary to pursue social impact entrepreneurially, effectively, and pragmatically. The program has been designed to serve those students who aspire at some point in their lives to be social entrepreneurs, executives in social-purpose organizations, philanthropists, board members, or leading volunteers in their communities and the social sector. The certificate program will also appeal to students interested in incorporating strategies for social impact into their business and entrepreneurial careers. Students wishing to earn a Graduate Certificate in Social Entrepreneurship will complete five graduate-level courses. Courses include some that focus on the use of business/entrepreneurial skills for social impact in different contexts; others that focus on skills and knowledge from the MBA, Masters in Social Work or Master of Arts in Leadership that are particularly relevant for the effective pursuit of social impact; others that focus on field or industry-specific knowledge; and others that provide opportunities for students to gain practical experience in the social sector. Three Social Entrepreneurship Courses (required): MBA 583 – Social Entrepreneurship I: Execution, Planning and Strategy for Social Innovation-based Ventures MBA 584 - Social Entrepreneurship II: Advanced Topics and Practice in Social Entrepreneurship, or MBA 580 - The Field Study or MBA 581, 582 - Management Consulting Project I, II MBA 599 - Special Topics: Non-Profit Finance, Funding and Enterprise Two Electives from the following courses: MBA 592 – Leadership: Ethics, Vision and Transformation MBA 545 – Organizational Behavior MBA 550 – Marketing Management MBA 595 – Strategic Management (or other director approved courses) MSW/MBA Dual Degree Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA degree enables graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. The MSW/MBA dual degree option is available to MSW students who elect the Multicultural Macro Practice (MCMP) concentration. MSW/MBA students will spend their first two years taking Master of Social Work courses followed by approximately 15 months of MBA courses. For more information regarding the Multicultural Macro Practice (MCMP) coursework required for the MSW/MBA dual degree, refer to the Master of Social Work section in this catalog. MSW students who graduated after June 2002 are required to complete the following eight MBA courses: MBA 510 - Applied Managerial Economics MBA 520 - Accounting for Business Managers MBA 530 - Managerial Finance MBA 545 - Organizational Behavior MBA 550 - Marketing Management MBA 560 - Communication Issues in Management MBA 575 - Strategic Technology MBA 595 - Strategic Management 68 MSW students who graduated prior to 2002 are required to complete nine MBA courses. This includes the eight MBA courses listed above as well as MBA 592 - Leadership: Ethics, Service, and Transformation. MSW students may also be required to adjust their summative evaluation project to meet the requirements of the MSW and MBA programs. Students interested in the MSW/MBA program must apply to both programs. See the application guidelines listed under each individual program. NOTE: Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. Locations and Schedules MBA classes are offered at three locations: Augsburg’s Minneapolis campus, Thrivent Financial in downtown Minneapolis and Augsburg’s Rochester campus. Cohorts begin three times per academic year at Augsburg’s Minneapolis campus: September, January, and May. In Rochester, cohorts begin in September and May. Thrivent cohorts begin in September based on student interest. Orientation for new cohorts is generally scheduled for one to two weeks in advance of the beginning of classes. For more information on class schedules, go to www.augsburg.edu/mba or call the Office of Admissions at 612-330-1101. Admission to the Augsburg MBA Program Admission to the Augsburg MBA program is determined by a committee decision. The committee may include MBA program staff, Business Administration Department faculty, and Office of Admissions staff. Admission Requirements Applicants to the MBA program must have: • • • Bachelor’s degree from a regionally-accredited four-year institution Minimum of two years of relevant work experience Personal interview with the MBA program director Admission checklist The following materials must be submitted to the Office of Admissions: • • • • • • • Completed application—Apply online at www.augsburg.edu/mba $35 application fee Two personal statements Official undergraduate/graduate transcripts sent directly to the Augsburg Office of Admissions Current résumé of work history Two confidential letters of recommendation Official GMAT score report (school code 6014)—not required for certificate applicants or completion of the Individual Learning Profile (ILP) For information about the ILP, contact the Graduate Admission Department. Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a Transfer Student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 9 semester credits in transfer. (See Evaluation of Transfer Credit in Academic Programs and policies.) Students must complete no fewer than 21 semester credits at Augsburg in order to receive their MBA degree from Augsburg College. All students must complete the Field Study (MBA 580) or the Management 69 Consulting project, (MBA 581/2) to graduate. Eligible coursework must be approved by the MBA program director before transfer credit will be granted. GMAT Alternative Option; The Individual Learning Profile (ILP) Applicants to the MBA program who have not taken the GMAT may instead elect to complete the Individual Learning Profile (ILP) assessment. This option consists of two parts; an analysis of the applicants quantitative skills and a writing assessment. Both portions of the assessment are taken online, and the quantitative skills evaluation also offers the student interactive remedial instruction. The ILP is normally completed as part of the application process, prior to admittance. GMAT Waiver Policy As a general policy, the Augsburg MBA program requires the GMAT of all applicants, due to both the analytical and critical evaluation components of our accelerated program. The GMAT is used both to evaluate the candidate’s opportunity for success as well as to indicate areas where remedial work may be necessary. However, the Admissions Committee will consider, on a case-by-case basis, GMAT waiver requests for the MBA program. Waivers are not automatic for any candidate, and a brief written request must be submitted outlining the reasons why the Admissions Committee should grant a GMAT waiver. Current occupation or undergraduate disciplines are not specific grounds for a GMAT waiver. Eligibility for GMAT Waivers GMAT waivers may be offered to: • • • • • • • • • Candidates with an appropriate and current GRE score. Candidates who have been enrolled in a graduate degree program in a technical or quantitatively rigorous discipline (such as actuarial science, engineering, mathematics, physics, economics, or chemistry) from an accredited institution and who were in good academic standing with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution). Students should have completed at least four academic courses within this curriculum to qualify. It is important to note that employment history and current assignment will be reviewed in addition to the degree requirement. Candidates who hold the following graduate degrees from an accredited college or university with an overall grade point average of 3.0 or better (or the equivalent of a B average under the system used by that institution.) Medical or dental degree (MD, DDS) Master’s or doctoral degree in an academic discipline that included a significant quantitative, engineering, mathematics, or statistics component or involved research requiring significant quantitative skills. Any other quantitatively-based graduate degree from an accredited college or university that the Admissions Committee believes has highly prepared the candidate for rigorous graduate-level work Master’s, PhD, EdD, or advanced degrees in disciplines other than those identified, including those granted by academic institutions outside the US. These will be evaluated by the Admissions Committee. (See grade requirement above) Candidates who have completed a graduate program at Augsburg College in the MAL, MAN, MSW, MAE, or PA programs. Candidates with current and active CPA designation. If the CPA designation has been inactive and not current for a period greater than five years, the waiver may not be granted. GMAT Waiver Checklist Submit the following documentation to the associate director of the MBA program:  One-page written request outlining reasons why the Admissions Committee should grant a GMAT waiver  Copies of transcripts for all work completed at any college or university, whether or not a degree was granted (unless previously submitted to the Office of Admissions)  Current résumé (unless previously submitted to the Office of Admissions)  Any other information that you wish to submit to support your request. 70 Typically, GMAT waiver decisions are made within one week of receipt of materials. For questions about this checklist or the waiver policy, contact either the Office of Admissions or the MBA program office. Academic Policies MBA Program Enrollment Policy Students are strongly encouraged to remain in their cohort and complete their MBA program as scheduled. Adjustments or modifications to the MBA schedule require the approval of the MBA program director. All students are required to complete all components of the program within five years of matriculation. Extensions beyond five years will be considered on the basis of petition to the MBA director. Students who leave the program for more than one semester must request a leave of absence in writing from the MBA program. A leave of absence may be granted for one calendar year. Students who return to the program after a leave of one year or more must fill out an Application for Readmission form and submit it to the MBA office. Time spent on an official MBA-approved leave of absence will not count toward the five-year deadline for degree completion. Academic Evaluation Evaluation of academic performance in the MBA program will be based on number grades using a 4.0-scale. For complete information, see Academic Programs and Policies. Withdrawal from Class For information regarding the last date on which students may withdraw from a class and receive a “W” on their records, refer to the academic calendar at www.augsburg.edu/registrar/. Attendance Policies Student attendance at scheduled class meetings is a priority and required. However, MBA faculty understand that MBA students are working adults with significant responsibilities who, on occasion, face unforeseen situations that may interfere with attendance. Students should notify the faculty member teaching the course as soon as possible when the problem is immediate. When the student knows in advance of a class date where a potential conflict exists, they must discuss the proposed missed class with the faculty member prior to the date of the class. Students are responsible for the work covered during that class session and for making appropriate arrangements for obtaining handouts, lecture content, or other materials. Faculty members may assign appropriate independent work to insure that the student understands the material covered during the class session. If appropriate and acceptable coordination is carried out by the student, there need not be any grade reduction for a single missed class session. This may be dependent on assignments due on the date of the missed class; e.g., final project presentations or team presentations. Point/grade reductions for unexcused absences are the prerogative of the faculty. Two missed class sessions, unexcused or excused, may be grounds for directing the student to withdraw from the course. More than two absences, excused or unexcused, require that a student withdraw from the class. Degree Requirements To be conferred the MBA degree, students must achieve the following: • • • • Successful completion of all admission conditions Successful completion of MBA courses (2.5 or above) No more than two courses with a grade of 2.5 or below, and with a cumulative GPA of 3.0 or higher at the completion of the program Successful completion and submission of the management consulting project (capstone) Students who successfully complete Augsburg’s MBA program will receive a Master of Business Administration degree. MBA Faculty William Arden, Assistant Professor of Business Administration. BS, New York University; MS, Northeastern University; MBA, Boston University. 71 Bruce Batten, Assistant Professor of Business Administration, MBA. BS, Davidson College; PhD, Medical College of Virginia. Jeanne M. Boeh, Associate Professor of Economics. BS, MA, PhD, University of Illinois. David Conrad, Assistant Professor of Business Administration. BA, Winona State University; MA, Ed.D, St. Mary’s University of Minnesota. George Dierberger, Assistant Professor of Business Administration. BS, University of Minnesota; MA, International Studies, University of St. Thomas; MBA, Fairleigh Dickinson University; Ed.D, Organization Development, University of St Thomas. Stella Hofrenning, Assistant Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Mark Isaacson, Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. Marc McIntosh, Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Magdalena Paleczny-Zapp, Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. David G. Schwain, Assistant Professor of Business Administration. BBA, University of Cincinnati; MBA, Harvard University. Peter J. Stark, Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University. Steven M. Zitnick, Assistant Professor of Business Administration, BA, Shimer College: MS, Economics, University of Utah. 72 Master of Fine Arts in Creative Writing MFA Mission The Master of Fine Arts in Creative Writing is a two-year, low-residency program designed as a vibrant literary community for writers who wish to deepen and broaden their artistic sensibilities, discover a close-knit cadre of fellow writers, enjoy individual attention from an accomplished and forward-thinking faculty, and prepare themselves for the future of creative writing. Program Overview Summer Residencies The Augsburg Low-Residency MFA includes 10-day summer residencies on the Augsburg campus in Minneapolis, offering daily workshops, readings, and mini-courses that focus on literary craft as well as career skills in teaching, editing, publishing, book arts, marketing, translation, and adaptation. The full degree program includes three summer residencies, featuring visits by distinguished writers in each genre as well as editors, agents, publishers, and literary entrepreneurs. Fall and Spring Semesters The first two residencies are followed each year by fall and spring off-campus semesters. During those terms, students work with faculty mentors in virtual classrooms that make use of online and other technologies. Each semester, MFA candidates enroll in one Mentorship section and one section of Critical and Creative Reading. Although MFA learning objectives call for demonstrated expertise in at least one genre by graduation, twenty-first century writers compose their work in an environment in which genre has permeable boundaries and lines between genres are often erased. With this in mind, cross-genre work will be encouraged, with students working in a genre other than the declared specialty, usually during the second off-campus semester. Semester Mentorships The Mentorship is a one-on-one experience with a faculty mentor who guides the student’s production of work and study of craft. This one-on-one creative studio experience is focused on the MFA candidate’s own writing and growth as a writer. Critical and Creative Reading in an Online Classroom This is a reading-as-writers course that provides an opportunity to work with your professor and a community of peers, considering craft, criticism and aesthetics. Meetings are online in the electronic classroom. The format may include online discussion boards, Skype or video chats, and teleconferences with mentors and fellow learners. The online classroom offers an opportunity to continue conversations begun during the residency with members of the MFA community. Students may repeat mentorship courses (ENL 511, 513, 521, and 523) and critical and creative readings courses (ENL 512, 514, 522, and 524), subject to the permission of the program director. Genres and Concentrations Genres include Fiction, Creative Nonfiction, Poetry, Screenwriting and Playwriting. The program also includes concentrations in teaching, translation, and publishing. Concentrations require additional coursework. With the program director’s consent, students may enroll in concentration courses simultaneously with MFA studies. Candidates enrolled in the publishing concentration will be the staff of a new publishing house, Howling Bird Press, that will select and publish one book each year. The book prize is open to submissions nationally. Plan of Study Students may select a completion plan for the MFA: The Traditional MFA in Creative Writing, in which the student chooses one genre as the designated field of study but is encouraged to work outside the designated field of study for one term. 73 The Mixed Genre Option, in which the student selects a primary genre and works in that genre for at least three mentored and reading terms. The student also competes two mentored and reading terms outside the designated field of study. The Career Concentration Option, in which the student also enrolls in electives in teaching, translation and/or publishing. This plan may be added to both the Traditional and Mixed Genre options. Accommodating Writers Who Work Full-Time and Those Who Live Outside of Minnesota Augsburg’s Traditional MFA in Creative Writing can be completed in eleven courses (three summer residencies and four off-campus electronic semesters of two courses each). A typical plan of study in the Traditional Low-Residency MFA will work like this: First Year Summer Residency I, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course. Spring Semester I, electronic classroom including one Mentorship studio and one Creative and Critical Reading course (generally “out-of-genre” term). Second Year Summer Residency II, including genre workshops, writing seminars, readings and lectures, ten days on the Minneapolis campus, with assignments before and after residency. Fall Semester II, electronic classroom including one Mentorship studio and one Creative and Critical Reading (craftbased academic paper term). Spring Semester II, electronic classroom including one Mentorship studio (thesis completion term) and one Creative and Critical Reading (lecture/presentation preparation term). Third Year – Residency Only Summer Residency III, including genre workshop, writing seminars, readings and lectures. Final term for graduating MFA candidates. Graduates give a public lecture/presentation and a reading from thesis work. Ten days on the Minneapolis campus, with assignments before and after residency. Coursework ENL 510 - Residency in Creative Writing I ENL 511 - Mentorship I ENL 512 - Critical and Creative Reading I ENL 513 - Mentorship II ENL 514 - Critical and Creative Reading II ENL 520 - Residency in Creative Writing II ENL 521 - Mentorship III ENL 522 - Critical and Creative Reading III ENL 523 - Mentorship IV ENL 524 - Critical and Creative Reading IV ENL 530 - Residency in Creative Writing III Concentrations: ENL 525 - Teaching Writing: Practice and Theory ENL 526 - Literary Translation Practicum ENL 527 - Publishing I ENL 528 - Publishing II 74 For a complete list of courses and descriptions, see the Course Description Search. Admission to MFA Admission Requirements Qualified applicants must hold a bachelor’s degree from a regionally-accredited college or university with a cumulative GPA of 3.0 or higher for all undergraduate coursework. Students with a GPA of 2.5-3.0 may be admitted conditionally into the program based on the strength of their writing samples. Applications Must Include • • • • • Completed online application $50 application/reading fee for each genre Two letters of recommendation A personal essay A writing sample: o Fiction or Creative Non-Fiction, 20 pages, double-spaced o Poetry, 15-20 pages, single-spaced o Screenwriting or Playwriting, up to 30 pages in script format Admission as an International Student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Academic Policies Credit All Augsburg MFA courses carry four semester credits. To earn the MFA, candidates must complete 44 semester credits, write a critical/creative paper, deliver a public lecture/presentation, give a public reading/staging, and complete a book length manuscript of publishable quality (fiction, nonfiction and poetry), a screenplay/calling card script (screenwriting), or a full-length play of producible quality (playwriting). To include a concentration in Teaching or in Translation/Adaptation in the MFA, students must complete 12 courses or 48 credits. For the MFA with a concentration in Publishing, students must complete 13 courses or 52 credits. Transfer Augsburg’s low-residency MFA includes in-person and online elements that help us maintain a strong community and create a culture in which our writers thrive. This studio degree is the terminal degree in writing and because of the unique features of a terminal, low-residency, studio degree, the final decision on transfer credit will depend on review by the Augsburg College MFA Program. A maximum of eight semester credits from traditional residency MFA programs and from MA programs in creative writing or English literature may be accepted. The MFA Program Director will review and may offer up to four additional credits in transfer for equivalent residency or workshop experience completed in another program. The maximum transfer credits allowed is 12 credits. Academic Evaluation Grading The MFA Program uses fine arts studio grading practices, formative in nature and designed to be an element of the teaching curriculum. A narrative transcript composed of comments on those elements that the particular student writer is working on during a particular term will be used to assess progress in the mentorship courses. These are formative and qualitative assessment elements and professors’ responses will vary as professor/artists and student/artists approach student work with the student’s individual artistic aims in mind. In addition to the fine arts formative and qualitative assessment, students will be assessed in light of their success in meeting learning objectives of the course while completing work assigned. 75 MFA in Creative Writing Courses are graded on a Pass/No Credit basis, using the Augsburg graduate grading model scale as described below: P – Represents work at 3.0 or higher and meets acceptable standards. N – No credit, not counted in grade point average. Alignment of Course Outcomes MFA courses are aligned with the Program Hallmarks of the Association of Writers and Writing Programs (AWP), the national professional organization for writing programs and the writers who teach in those programs. Participation Students are expected to fully participate in Summer Residencies, attending workshop sessions and scheduled meetings with mentors as well as a majority of readings, lectures and other scheduled sessions. Participation in off-campus coursework is expected to occur during the designated time for each Mentorship studio critique session and “time away” for creative work. Students are also expected to take part in synchronous and asynchronous sessions with mentors and demonstrate “presence” in the Creative and Critical Reading courses through regularly scheduled exchanges with faculty and peers. Academic Honesty Augsburg’s high expectations for academic honesty will be applied to this class. Please refer to the Student Guide at www.augsburg.edu/studentguide/academic-honest-policies/ if you have any questions. Affiliation The Augsburg College MFA Program is a member of the Association of Writers and Writing Programs (AWP) and curriculum is based on the AWP Hallmarks of an Effective Low Residency MFA Program in Creative Writing. A complete list of Augsburg’s accreditation, approvals, and memberships, is available in the Accreditation, Approvals, and Memberships section. Mentor Faculty Nicole Brending, MFA Mentor. BA, Wells College; MFA, Film Program, Columbia University. Stephan Clark, Assistant Professor of English, MFA Mentor. BA, University of Southern California; MA, University of California, Davis; PhD, Literature and Creative Writing, the University of Southern California. Cass Dalglish, Professor of English, MFA Mentor and Program Director. BA, St. Catherine University; MFA, Creative Writing, Vermont College of Fine Arts; PhD, Creative Writing, Archetypal and Ancient Women’s Writing, The Union Institute and University. Heid E. Erdrich, MFA Mentor. BA, Dartmouth College; MA, The Johns Hopkins University Writing Seminars; PhD, Creative Writing and Native American Literature, The Union Institute and University. Jack El-Hai, MFA Mentor. BA, Carleton College; MFA, Creative Writing and Literature, Nonfiction, Bennington College. John Gaterud, Publishing Mentor. BA, University of Northern Colorado; MA, the University of Oregon; PhD, The Union Institute and University. Publisher, Blueroad Press; Editor in Chief, Howling Bird Press. Christina Lazaridi, MFA Mentor. BA, Princeton University; MFA, Screenwriting, Columbia University. Sarah Myers, Assistant Professor of Theatre Arts, MFA Mentor. BS, Northwestern University; MFA, Playwriting and Drama and Theatre for Youth & Communities; PhD, Performance as Public Practice, the University of Texas at Austin. Cary Waterman, Assistant Professor of English, MFA Mentor. BA, the University of Denver; MA, Poetry Thesis, Minnesota State University-Mankato. Steven Wingate, MFA Mentor. BA, University of Massachusetts, Boston; MFA, Film and TV production, Florida State University. 76 Faculty Associates Robert Cowgill, Associate Professor of English, Academic Writing Faculty. BA, MA, PhD, University of Minnesota. D.E. Green, Professor of English. Academic Writing and Teaching Faculty. BA. Amherst College; MA, PhD, Brown University. Michael Kidd, Associate Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Pomona College; PhD, Cornell University. John Schmit, Professor of English, Academic Writing and Teaching Faculty. B.S., St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Frankie Shackelford, Professor of Languages and Cross-Cultural Studies, Translation and Adaptation Faculty. BA, Texas Christian University; PhD, University of Texas. Kathryn Swanson, Professor of English, Academic Writing and Teaching Faculty. BA, St. Olaf College; MA, PhD, University of Minnesota. Visiting Writers Ed Bok Lee, Poetry Sue William Silverman, Creative Nonfiction Ben Percy, Fiction Alex Lemon, Poetry and Memoir Deborah Blum, Creative Nonfiction Pam Houston, Fiction Kristoffer Diaz, Playwriting Bill Wheeler, Screenwriting Staff Kathleen Matthews, Administrative Assistant 77 Master of Music Therapy MMT Mission To prepare students to be leaders in the field, while fostering their passion to serve clients and families, and offer unique learning experiences that allow them to discover and realize their full potential. To engage students in life changing experiences, rich in experiential learning, collaborative in nature, fostering a holistic view of the use of music in health, healing and well-being. To advance the practice of music therapy by preparing students through a hybrid master’s degree program that is innovative, flexible and possesses breadth and depth, designed to meet the changing demands of healthcare. Program Overview Degree requirements The MMT degree program is designed for music therapists who are currently board certified and who wish to continue their education and advance their level of practice. The program is a 36 credit program with core music therapy courses, courses focused on the practice of music therapy in healthcare and medicine, and elective courses of interest. Core Music Therapy Courses – 24 credits MUS 510 - Advanced Music Therapy Theory (3 credits) MUS 511 - Advanced Music Therapy Practicum (0 credit) MUS 515 - Advanced Music Therapy Clinical Practice I (3 credits) MUS 520 - Advanced Music Therapy Clinical Practice II (3 credits) MUS 525 - Cross Cultural Awareness in Music Therapy (3 credits) MUS 530 - Music Therapy Ethics (2 credits) MUS 535 - Music Therapy Supervision and Professional Development (2 credits) MUS 540 - Music Therapy Research I (3 credits) MUS 545 - Music Therapy Research II (3 credits) MUS 595 - Thesis (2 credits) OR MUS 596 Final Project (2 credits) Music Therapy in Healthcare Courses – 6 credits MUS 550 - Music Psychotherapy (3 credits) MUS 555 - Music Therapy, Spirituality and Well-being (2 credits) MUS 560 - Music and Imagery I (3 credits) MUS 565 - Advanced Music Therapy with Infants, Children and Family Centered Care (2 credits) MUS 570 - Music, Neurology and Physiology (3 credits) MUS 575 - Music Therapy in Palliative Care (2 credits) MUS 576 - Music Therapy in Trauma Informed Care (2 credits) MUS 578 - Music Therapy Technology (2 credits) Electives – 6 credits MUS 580 - Transcultural Music Therapy (6 credits) (global educational experience) MUS 585 - Advanced Music Therapy in Group Work (3 credits) MUS 590 - Interdisciplinary Research Methods (3 credits) Related courses also available in Leadership, Nursing or Social Work Thesis or Final Project Completion of a thesis or final project is required as a part of the degree program. The thesis and final project are both subject to approval by program director. • Thesis: A scholarly paper utilizing historical, philosophical, descriptive, experimental or mixed methods research. 78 • Final Project: A supervised clinical project that is comprehensive and designed to develop and advance an area of one’s clinical practice. The Equivalency Plus Master of Music Therapy will complete the courses outlined above in addition to any courses needed to accomplish their equivalent status. The Equivalency Plus MMT is 65 credits plus the clinical internship and is designed to be completed in two and a half years. The equivalency courses include the following: MUS 271 - Introduction to Music Therapy (2 credits) MUS 340 - Music Therapy Methods I (4 credits) MUS 474 - Music Therapy Practicum (0 credits) MUS 345 - Music Therapy Methods II (4 credits) MUS 475 - Music Therapy Practicum (0 credits) PSY 105 - Principles of Psychology (4 credits) MUS 372 - Psychological Foundations of Music I (4 credits) BIO 103 - Human Anatomy & Physiology (3 credits) PSY 262 - Abnormal Psychology (4 credits) EDC 410 - Learners with Special Needs (4 credits) Plan of Study There are two tracks for the Master of Music Therapy program. The first is for individuals who hold a bachelor’s degree in music therapy, they follow the master of music therapy track. The second track is for individuals that hold a bachelor’s degree in music, they follow the Equivalency Plus Master of Music Therapy track. Admission to MMT • • • • • • Online Application All college transcripts 2 letters of recommendation (can be submitted online through the application-please have your recommenders email addresses when you begin the application). Proof of Board Certification An Audition (this can be taped or live) ten minutes of your best instrument. Essay-(can be submitted as part of the online application) no longer than three pages addressing the following questions. o Describe your goals as a music therapist and how an MMT degree will help you reach those goals. o Tell about a moment that helped encourage you to begin a career in music therapy. o As a music therapist you will help people from all walks of life and with a variety of needs and illnesses, how are you qualified (physically, mentally, and emotionally) to assist these people in improving their quality of life? Please note that you can upload your essay directly into the online application. You may also input the names and emails of your recommenders and the system will send them a link to directions and the checklist we request they fill out for you. If not submitted with the online application, materials need to be sent to: Augsburg College Graduate Admissions, CB 65 2211 Riverside Ave S. Minneapolis, MN 55454 or emailed to gradinfo@augsburg.edu For Academic Policies, please see Academic Policies. Accreditation and Affiliation Augsburg is regionally accredited by: The Higher Learning Commission of the North Central Association of Colleges and Schools. 79 National Council for the Accreditation of Teacher Education (NCATE) The Master of Music Therapy Program is accredited by: National Association Schools of Music (NASM) American Music Therapy Association (AMTA) MMT Faculty Annie Heiderscheit, Assistant Professor, Director of Master of Music Therapy. BME, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. 80 Master of Science in Physician Assistant Studies Mission The mission of the Augsburg College Department of Physician Assistant Studies is based on a foundation of respect and sensitivity to persons of all cultures and backgrounds and oriented toward providing care to underserved populations. Students are well educated in current medical theory and practice, and graduates are encouraged to work in primary care settings. The program promotes dedication to excellence in performance, with the highest standards of ethics and integrity, and commitment to lifelong personal and professional development. Accreditation The Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) has granted Continued Accreditation to the Physician Assistant Program sponsored by Augsburg College. Continued accreditation is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Continued Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next comprehensive review of the program by ARC-PA will be September 2018. About PA A physician assistant (PA) is a dependent practitioner of medicine who practices under the supervision of a licensed physician. The PA can practice in a multitude of settings and specialties of medicine. Common job responsibilities including taking patient histories, performing physical exams, ordering and interpreting laboratory tests and radiological studies, formulating diagnoses, and administering treatment. In the state of Minnesota, a PA is licensed with the Board of Medical Practice. In Minnesota, and most other states, the PA must be NCCPA (National Commission on Certification of Physician Assistants) certified and hold a supervisory agreement with a licensed physician. Minnesota registered PAs have prescriptive privileges under delegatory supervision with their physician for prescriptive medications. Curriculum The Physician Assistant program at Augsburg is 31 months long with studies beginning each year in the summer semester (early June). The program accepts up to 30 students for each new class. Graduates will receive a Master of Science in Physician Assistant Studies and a PA certificate. The Augsburg PA program includes traditional college “breaks” such as winter holiday break, spring breaks, and summer breaks. Length of breaks varies depending upon the student’s year in the program; these breaks contribute to the overall 31 month length of the program. Studies begin in early June of each year. The first 18 months of study is didactic, or classroom work, including courses in human gross anatomy, pathophysiology, clinical medicine, pharmacotherapy, history and physical exam skills, research, and professional issues. The clinical phase is 13 months in length. The clinical phase of the program is designed to effectively train students for practice by providing them with rotation experiences in different specialties and different practice settings. To that end, each student will be required to complete rotations outside the metropolitan area. Each student is required to successfully complete clinical rotations in family medicine, pediatrics, women’s health, psychiatry, emergency medicine, internal medicine, surgery, and two elective rotations by choosing from various specialties. The clinical phase will culminate with a preceptorship in primary care, medical subspecialty or surgical subspecialty. This preceptorship is designed to solidify the student’s primary care skills, and potentially place them in a setting that might be interested in recruiting a graduate PA. The majority of established clinical rotation sites are in Minnesota in both rural and urban locations. 81 The clinical curriculum is taught by physicians, and supplemented by physician assistants and other health care providers. Each student is evaluated by the clinical instructor for the designated rotation. Students will return to Augsburg College five times during the clinical phase for evaluation and education. PA Program Sample Calendar YEAR 1 Summer PA 501 - Human Anatomy and Neuroanatomy PA 503 - Human Pathophysiology Fall PA 531 - Clinical Medicine I PA 521 - Pharmacotherapy PA 511 - History and Physical Exam Skills I Spring PA532 - Clinical Medicine II PA 522 - Pharmacotherapy II PA 512 - History and Physical Exam Skills II PA 555 - Research Tools for the Physician Assistant YEAR 2 Summer PA 533 - Clinical Medicine III Master’s Project course, one of the following*: PA 570 - Interdisciplinary Perspectives on Aging PA 599 - Directed Study ML 577 - International Experience Fall PA 534 - Clinical Medicine IV PA 545 - Clinical Phase Transition PA 542 - Professional Issues PA 6XX - Clinical Rotations 1, 2 Spring PA 6XX - Clinical Rotations 3, 4, 5 Summer PA 6XX - Clinical Rotations 6, 7, 8 YEAR 3 Fall PA 6XX - Clinical Rotation 9 PA 62X – Preceptorship PA 690 - Capstone Course *Other program-approved options may be available For a complete list of courses and descriptions, see the Course Description Search. 82 Admission to the PA Program Admission Requirements Complete and current-year admission guidelines can be found on our website at www.augsburg.edu/pa. Admission to any physician assistant program is a highly competitive process. Augsburg College’s graduate program in physician assistant studies receives approximately 350 complete, competitive applications for each entering class of 30 students. Qualified applicants will have: • • • • Bachelor’s degree (in any major) from a regionally-accredited four-year institution Minimum cumulative GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) Minimum science GPA of 3.0 as calculated by CASPA at the time of application (3.2 or higher strongly recommended) Completed the prerequisite courses listed below Prerequisite Courses To be an eligible applicant for the physician assistant studies program, you must have completed the prerequisite courses listed below. These courses must have been completed within 10 years of the year you are applying for admission. Applicants completing their first undergraduate degree in the spring term may complete prerequisite coursework in the summer, fall, and spring term of the academic year they apply as long as the degree and prerequisite coursework will be completed by the start date for the program. Applicants who already have an undergraduate degree, or who will complete their degree in a term other than spring, have the summer and fall semesters of the year they apply by which to complete prerequisites. All course prerequisites must have been passed with a grade of C (2.0) or higher. Meeting minimum prerequisites does not guarantee admission into the program. • • • • • • One full course of developmental psychology (birth to death lifespan) One full course of physiology* (human/vertebrate/organ) One full course of microbiology* One full course of biochemistry* One full course of general statistics One course of medical terminology *Labs are recommended but not required. Refer to our “Guide to Prerequisites” on our website to help you with your prerequisite course selections. The following are strongly recommended but not required: • • • • • Cumulative GPA of 3.2 or higher Science GPA of 3.2 or higher Direct patient care is the best type of experience to obtain in order to strengthen an application. Direct patient care experience may be full-time or part-time, paid or volunteer. We recommend at least 750-1000 hours to be competitive in this category. Additional science courses such as anatomy, genetics, immunology, other biology courses, and organic chemistry Demonstration of a commitment to, and involvement with, underserved communities Note: The Graduate Record Exam (GRE) is not required. PA Studies Application Process The Augsburg Physician Assistant Studies program has a two-step application process—applying through CASPA and to Augsburg’s PA Studies Program. 83 The Augsburg PA Program participates in the Centralized Application Service for Physician Assistants (CASPA) which is sponsored by the Physician Assistant Education Association (PAEA). All applications to the PA Program for the entering class must be processed through CASPA, following all guidelines and regulations set forth by CASPA. Application forms with detailed instructions can be obtained online at portal.caspaonline.org/. You will be considered an eligible applicant if you have a minimum cumulative GPA of 3.0 at the time of application (as calculated by CASPA), if you have a minimum science GPA of 3.0 at the time of application (as calculated by CASPA), if you have completed or will complete your undergraduate degree prior to the start date of the program, and if you have completed or will complete your prerequisite courses within the timeline specified for your degree status. Additional Application Details: • • • The Augsburg PA Program requires three letters of recommendation submitted through the CASPA process. One letter must be from an employer/colleague (a professional reference), one letter must be from a professor or advisor (an academic reference), and one can be from a person of your choice. Be sure that your letter writers are able to tell the committee about you as well as his/her experiences with you and observations about you. Your Supplemental Application must be received in the PA Program office on or before the deadline in order to be considered. We use the CASPA “Complete Date” to determine if you have met the application deadline. The “Complete Date” on your application must be the deadline or prior in order to be considered meeting the deadline. CASPA assigns a “Complete Date’ when they have received your electronic application, transcripts from all schools attended, 2 of your 3 letters of reference, and payment. Until those criteria are met, your application will not be given a “Complete Date.” Augsburg’s PA Program Supplemental Application can be downloaded from our website at www.augsburg.edu/pa. It is important for the applicant to determine whether he or she is in fact eligible to apply to the PA Studies Program, as the supplemental application fee is non-refundable. You will be required to print and sign the supplemental application and mail it to the program by the application deadline. Selection Process All complete files (CASPA and Supplemental Applications that meet requirements) will be reviewed by the admissions committee. The admissions committee procedures utilize a blinded review, so applicant demographic data is unknown (e.g., race, age, gender). Each file is reviewed by members of the committee. The selection committee looks for a balanced application by reviewing many criteria including key criteria of cumulative GPA, science GPA, and direct patient care experience, along with overall academic record, service to underserved (meaning disadvantaged, minority, or under-represented populations), knowledge of the profession, fit with the program goals and mission, and recommendation letters. Once the committee has completed the file review, a group of candidates is selected for a telephone interview. The telephone interviews are generally conducted between November and January. Those selected for a telephone interview are invited to a Candidate Information Session in the program to meet faculty, staff, current students, and to view the facilities. As telephone interviews are completed, seats in the incoming class are offered. The class of 30 students will be filled between the months of October and January. A list of alternates will be selected in January to fill seats that accepted candidates may not claim. All applicants are notified of their final status by mid-February. Accepted applicants must complete and pass a background check prior to matriculation and annually throughout the program. Failure of the background check could result in dismissal from the program. Academic Policies Please see the PA program website at www.augsburg.edu/pa for further details about policies outlined here. Technical Standards The Augsburg College Department of Physician Assistant Studies is pledged to the admission and matriculation of qualified students and wishes to acknowledge awareness of laws which prohibit discrimination against anyone on the basis of race, color, national origin, religion, sex, age or disability. 84 Regarding disabled individuals, the PA department will not discriminate against such individuals who are otherwise qualified but will expect all applicants and students to meet certain minimal technical standards. The physician assistant must have the knowledge and skills to function in a broad variety of clinical situation and to render a wide spectrum of patient care. They must be able to integrate all information received by whatever sense(s) employed, consistently, quickly, and accurately, and they must have the intellectual ability to learn, integrate, analyze, and synthesize data. Candidates for physician assistant certification offered by this department must have, with or without reasonable accommodation, multiple abilities and skills including: visual, oral-auditory, motor, cognitive, and behavioral/social. Candidates for admission and progression must be able to perform these abilities and skills in a reasonably independent manner. • • • • • Visual o Candidates must be able to observe and participate in experiments in the basic sciences. In order to make proper clinical decisions, candidates must be able to observe a patient accurately. Candidates must be able to acquire information from written documents, films, slides or videos. Candidates must also be able to interpret Xray and other graphic images, and digital or analog representations of physiologic phenomena, such as EKG’s with or without the use of assistive devices. Thus, functional use of vision is necessary. Oral-Auditory o Candidates must be able to communicate effectively and sensitively with patients. Candidates must also be able to communicate effectively and efficiently with other members of the health care team. In emergency situations, candidates must be able to understand and convey information essential for the safe and effective care of patients in a clear, unambiguous and rapid fashion. In addition, candidates must have the ability to relate information to and receive information from patients in a caring and confidential manner. Thus, functional use of hearing and speech is necessary. Motor o Candidates must possess the motor skills necessary to perform palpation, percussion, auscultation, and other diagnostic maneuvers. Candidates must be able to execute motor movements reasonably required to provide general and emergency medical care such as airway management, placement of intravenous catheters, cardiopulmonary resuscitation, and application of pressure to control bleeding. These skills require coordination of both gross and fine muscular movements, equilibrium and integrated use of the senses. Cognitive o In order to effectively solve clinical problems, candidates must be able to measure, evaluate, reason, analyze, integrate and synthesize in a timely fashion. In addition, they must be able to comprehend three dimensional relationships and to understand the special relationships of structures. Social o Candidates must possess the emotional health required for the full utilization of their intellectual abilities, for the exercise of good judgment, for the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and for the development of effective relationships with patients. Candidates must be able to tolerate physically taxing workloads and function effectively under stress. They must be able to adapt to changing environments, display flexibility and learn to function in the face of uncertainties inherent in the clinical problems of patients. Experiential Learning Policy The Augsburg Physician Assistant Program does not award academic credit to an individual for experiential learning. Applicants desiring admission to Augsburg’s PA Program must satisfactorily complete all prerequisite courses. Experiential learning will be considered separately from prerequisite courses. Experiential learning prior to and during admittance to the Augsburg PA Program will not substitute for any part of the clinical year or preceptorship. Employment while in the Program Program faculty discourage outside employment while in the Physician Assistant Program. Faculty recognize that employment may be an issue that some students will face. Given this recognition, realize that program obligations will 85 not be altered due to a student’s work obligations. It is further expected that work obligations will not interfere with the physician assistant students’ learning progress or responsibilities while in the program. Withdrawal and Readmission Policies Voluntary withdrawal from the Physician Assistant Program may be initiated by a student after submission of a letter to the program director requesting withdrawal. In the letter, the student should outline the circumstances and reasons for withdrawal. Students will be requested to conduct an exit interview with the program director prior to leaving the program. For information on withdrawal, see the Academic Policies section. Readmission Students may request readmission after voluntary withdrawal by submitting a letter to the program director stating the reasons the student wishes readmission and the anticipated date for readmission. The submission of a letter and previous enrollment does not constitute automatic acceptance and/or reentry into the program. Reapplication to the PA Program after dismissal from the program will be considered only under extremely unusual circumstances. For the full readmission policy and reapplication process, please contact the program. Advanced Placement The Department of PA Studies does not offer advanced placement to admitted students. All students admitted to the PA Program must complete the entire curriculum. Transfer The Department of PA studies does not accept student transfers from other PA programs. Costs of the PA Program For tuition information, go to www.augsburg.edu/pa. For complete and current payment options go to the Student Financial Services website at www.augsburg.edu/studentfinancial/. PA Program Faculty William Patricio Alemán, Adjunct Professor of Physician Assistant Studies. MD, University of Ecuador; PA-C, University of California Davis; MEd, University of Minnesota. Beth Alexander, Associate Professor and Academic Coordinator of Physician Assistant Studies. BS, PharmD, University of Minnesota. Eric Barth, Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, PA Certificate, Trevecca Nazarene University; MPAS, University of Nebraska. Annie Berger, Instructor of Physician Assistant Studies. BS, Gustavus Adolphus College; MS and PA Certification, Massachusetts College of Pharmacy & Health Sciences. Holly Levine, Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago Stritch School of Medicine. Dawn Ludwig, Assistant Professor and Director, Physician Assistant Studies. BA, MS and PA Certification, University of Colorado; PhD, Capella University. Steven Nerheim, Instructor and Medical Director, Physician Assistant Studies. MD, University of Minnesota; MDiv, Luther Seminary. 86 Master of Social Work You have chosen an exciting way to serve others. The social work profession offers you the rewarding prospect of joining with others to respond to problems and develop opportunities that benefit individuals, families, groups, and communities. The MSW degree prepares you for advanced professional practice in the field of social work. Augsburg’s MSW program prepares you for agency-based practice with individuals, families, groups, and communities, and with a dedication to system change that reduces oppression and discrimination. Graduates of our program share how they appreciated the opportunity to learn new ideas as well as learn more about themselves. These graduates valued our small class size, our cohort structure, and the opportunity to have a mentoring relationship with our faculty and staff. As a small program, we have high expectations for our students and at the same time offer the flexibility to help them meet their individual goals. Attending Augsburg College will transform and develop your professional life in unexpected ways. We have two concentrations. The first, Multicultural Clinical Practice (MCCP), will prepare you for direct clinical practice with individuals, families, and groups. The second, Multicultural Macro Practice (MCMP), will prepare you for macro social work practice with organizations, communities, and other large systems. We are delighted in your interest in our MSW program and invite you to join us in a lifelong adventure in learning. The personal and professional growth necessary to become an advanced professional social worker is challenging. We encourage you to take the challenge with us. Lois A. Bosch, PhD, LISW Director, Master of Social Work MSW Mission Our mission is to develop social work professionals for advanced practice that promotes social justice and empowerment towards the well-being of people in a diverse and global society. Program Overview The MSW program prepares social work students for agency-based practice in public and nonprofit settings. By working in the agency setting, social workers collaborate with others to provide holistic, affordable, and accessible services to individuals, families, groups, and communities. Our challenging MSW curriculum integrates social work theory with micro and macro practice methods. Students develop skills, knowledge, and values necessary for ethical social work practice. As you progress through our MSW program, you will: • • • • • • • • Learn how individuals live in and are affected by their social environment Understand how social policies and programs affect individuals, families, communities, and society Apply theories and methods of practice through the field practicum experience Use a range of client-centered approaches to practice with client groups of all types and sizes Engage in practice informed by sound, scholarly research Evaluate the effectiveness of your social work practice or social work programs Advocate for the eradication of oppression and discrimination Be a responsible and contributing citizen in the local and global community Accreditation Augsburg’s MSW program is accredited by the Council on Social Work Education (CSWE). Your MSW degree must be accredited by CSWE if you seek licensure with the social work board of your state. For more information on CSWE accreditation go to www.cswe.org. Augsburg College is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. For a complete list of Augsburg’s accreditations, approvals, and memberships, see the About Augsburg College section of this catalog. 87 Plan of Study Students entering Augsburg’s MSW program with a bachelor’s degree from a discipline other than social work are classified as foundation students. Full-time foundation students are enrolled in a two year program. Part-time foundation students are enrolled in a four year program. Students entering Augsburg’s MSW program with a bachelor’s degree in social work from a CSWE (Council on Social Work Education) accredited institution are classified as advanced standing students. Advanced standing students are enrolled in a 16 month program. The part-time option is not generally available for advanced standing students. All students must complete the MSW degree in no more than 4 years following matriculation. Academic Calendar The MSW program meets on a semester calendar, with classes offered September through June. Classes typically meet every other weekend with an occasional back-to-back weekend. Field practicum hours are generally completed during weekday hours. If a student lives outside the Twin Cities metro, the field practicum hours can be completed at a placement near the student’s place of residence. Hours per week vary depending on the agency placement and the student’s availability. For academic calendars and schedules, go to www.augsburg.edu/registrar. Class Periods Classes meet in 3.5 hour blocks on Friday evenings, 6 to 9:30 pm; Saturday mornings, 8:30 am to 12 pm; and Saturday afternoons, 1:15 to 4:45 pm. Each class meets for 8 sessions in a given semester and for 4 sessions in a summer term (May-June), with the expectation that students engage in hybrid learning activities between on-campus class weekends. Time Commitment Although classes meet on weekends, students spend time on their studies during non-class weekends and weekdays in accordance with our hybrid learning format. Hybrid learning is a combination of face-to-face class sessions and online/experiential learning. On a class weekend, the typical student will spend 12 hours in class within a 23-hour period. For every hour spent in class, a student may expect to spend 3 to 4 hours outside of class working on online activities, assignments, readings, or group projects. A student may also spend 15 to 20 hours per week in the field practicum during the fall and spring semesters (a span of 8 to 9 months for each practicum). In the final year of study, students complete a summative evaluation or a portfolio, which requires significant independent research, analysis, and writing. Some MSW students work full-time while enrolled in the program. However, full-time employment is not recommended. Most students arrange to reduce their work hours or request time away during their graduate studies. Each student’s situation is unique and must be decided individually. All students must develop strategies for balancing family, work, and academic responsibilities. Credit and Contact Hours MSW courses range from 2 to 4 semester credits. Depending on the number of credits, students will spend 16 to 32 hours in the classroom per course. Students will also be expected to engage in activities and independent study outside of class. Cohort Structure MSW students are admitted to a particular cohort. Cohorts are distinguished by level of admission (foundation or advanced standing), rate of attendance (full-time or part-time), and chosen concentration (Multicultural Clinical Practice [MCCP] or Multicultural Macro Practice [MCMP]). Any changes to a student’s cohort selection must be approved by the MSW director. Field Practicum Foundation students complete 920 hours in two field practica; advanced standing students complete 500 hours in one field practicum. Successful completion of the first field practicum, required for foundation students, is a minimum of 420 hours. Successful completion of the second field practicum, required for both foundation and advanced standing 88 students, is a minimum of 500 hours. Each practicum experience is spread over two semesters (fall and spring). These hours are completed concurrent with enrollment in the fieldwork seminars as well as other MSW courses. MSW Curriculum Components Foundation Curriculum In the foundation courses and field practicum, you are introduced to social work as a profession. You will learn both historical and contemporary theories and practice methods relating to both the individual and the environment. During the foundation year, you will study human behavior and the social environment, history of social welfare policy, research methods, assessment frameworks, family and community diversity, and social work values and ethics. In the foundation curriculum you will apply this generalist knowledge of theories and practice methods in the generalist field practicum. The field practicum is completed concurrently with your enrollment in two field seminar courses. The full foundation curriculum is required of all students, with the exception of those admitted with advanced standing. Before beginning the concentration curriculum, all foundation coursework and field hours must be successfully completed. Concentration Curriculum After completing the foundation requirements, you will enroll in the concentration curriculum that you selected at the time of application. You will also complete an advanced field practicum. Augsburg offers two concentrations: Multicultural Clinical Practice (MCCP) or Multicultural Macro Practice (MCMP). In either concentration, you will deepen your knowledge of the primary issues affecting families and communities, develop a range of client-centered approaches to practice, gain a broader understanding of human diversity, develop competencies in practice-based research, and learn practice or program evaluation techniques. In the concentration curriculum, you will apply this advanced knowledge of theories and practice methods in the concentration field practicum. The field practicum is relevant to your chosen concentration and is completed concurrently with your enrollment in two field seminar courses. As a capstone to your MSW program, you will complete a portfolio project or a summative evaluation project. Multicultural Clinical Practice (MCCP) Concentration Multiculturalism is a process requiring practitioners to have a deep awareness of their social and cultural identities, as well as the ability to use multiple lenses when working with diverse populations. With person-in-environment as an organizing perspective, multicultural clinical social work practice addresses the biopsychosocial and spiritual functioning of individuals, families, and groups. To this end, graduates of the MCCP concentration develop competence in using relationship-based, culturally informed, and theoretically grounded interventions with persons facing challenges, disabilities, or impairments, including emotional, behavioral, and mental disorders. Multicultural Macro Practice (MCMP) Concentration In the tradition of Jane Addams, the heart of macro social work practice is directing energy toward changing agency, government, and institutional policies that obscure or oppress people. While many social workers view their role as focused on individuals and families, social workers must actively seek equality and justice for clients within agencies, institutions and society. Social work leaders must advocate for social change where necessary to ensure social justice. Similar to the MCCP concentration, it is important to address macro level social work practice within the context of cultural understanding and awareness. The Multicultural Macro Practice concentration (formerly Program Development, Policy and Administration) responds to this demand for leadership. The macro social work practitioner recognizes the strengths and abilities of individuals and communities to implement change. The social work macro practitioner works with these individuals to do so. In the MCMP concentration, you will learn the knowledge and skills necessary to work with others to achieve needed social change. You will also learn to develop, lead, guide, and administer programs that serve diverse people in a variety of settings. Portfolio or Summative Evaluation Project • Portfolio Project (MCCP students) 89 The goal of the MCCP Portfolio is to enhance the integration of theory and practice, as well as to offer more vivid portrayals of a student’s academic and professional experience than traditional assessments. By definition, portfolios are formative (i.e. designed for guided reflection and self-evaluation). However they are also summative documents in that they illustrate students’ competencies. All MCCP students are required to create a portfolio during their final year of study. Items in a portfolio might include videos, process recordings, reflective statements, writing samples, case analyses, term papers, electronic submissions, policy activities, feedback from service users, self-evaluations of personal progress, and links to references. Summative Evaluation Project (MCMP students) o All social workers must evaluate their practice to determine whether they are helping or harming clients. While in the concentration practicum, MCMP students will design and implement a program evaluation for their summative project. This project requires integration and application of knowledge and skills from both the foundation and concentration curricula. Students develop their research while in their field internship and are advised by their field seminar professor. Students conduct and present this evaluation/research project during their final year of study. o • Master’s Thesis Students in both concentrations have the option of completing a thesis in addition to either the portfolio or summative evaluation project. Credit for the SWK 699 general elective is given for this option. Students work with a thesis advisor to develop more in-depth research skills contributing to social work knowledge. To pursue the thesis option, students should notify the MSW program director by the end of spring semester of the foundation year. Degree requirements To be conferred the MSW degree, students must achieve the following: • • • • • • Successful completion of any admission conditions (see Admission to MSW) Successful completion of all required MSW courses No more than two courses with a grade of 2.5 and with a cumulative GPA of 3.0 or higher Successful completion of 920 hours of approved field practica for foundation students or 500 hours of approved field practicum for advanced standing students Successful completion and submission of the portfolio project (MCCP) or the summative evaluation project (MCMP) Successful completion of all degree requirements within 4 years of matriculation. State of Minnesota Social Work Licensure Six months prior to completion of the MSW degree at Augsburg, students may apply to take the Licensed Graduate Social Worker (LGSW) license exam from the Minnesota Board of Social Work. To achieve LGSW licensure students must pass the state board exam and complete the MSW degree. To seek the Licensed Independent Social Worker (LISW) license or the Licensed Independent Clinical Social Worker (LICSW) license, one must work two years full-time (or 4,000 hours part-time) as an LGSW under the supervision of an LISW or LICSW. Upon completion of the supervision requirement, one may take the LISW or LICSW state board exam. For more information, go to the Minnesota Board of Social Work web page, www.socialwork.state.mn.us. MSW Course Requirements Foundation Courses FALL SWK 500 - Human Behavior and the Social Environment* SWK 505 - Practice Methods and Skills 1: Individuals* SWK 530 - Integrative Field Seminar 1 (taken concurrent with first practicum)* SPRING SWK 509 - Human Behavior: Mental Health Assessment and Diagnosis SWK 506 - Practice Methods and Skills 2: Groups and Families* 90 SWK 510 - Advanced Practice Methods (advanced standing students only) SWK 535 - Integrative Field Seminar 2 (taken concurrent with first practicum)* SWK 504 - Applied Research Methods (foundation students only) SUMMER SWK 501 - History of Social Welfare Policy* SWK 516 - Practice Methods and Skills 3: Communities and Policies SWK 536 - Human Behavior and the Macro Social Environment* SWK 504 - Applied Research Methods (advanced standing students only) *Course potentially can be waived for advanced standing students (BSW holders). Concentration Courses Multicultural Clinical Practice (MCCP) Concentration: FALL SWK 610 - Integrative Field Seminar 3: MCCP (taken concurrent with second practicum) SWK 615 - Diversity and Inequality 1: MCCP SWK 628 - MCCP with Individuals SWK 629 - MCCP with Families SPRING SWK 611 - Integrative Field Seminar 4: MCCP (taken concurrent with second practicum) SWK 616 - Diversity and Inequality 2: MCCP SWK 630 - MCCP Policy Practice SWK 631 - MCCP with Groups SUMMER 1 SWK 634 - MCCP Supervision SWK 639 - MCCP Elective SWK 640 - MCCP Capstone SWK 699 - General Elective Multicultural Macro Practice (MCMP) Concentration: FALL SWK 651 - Integrative Field Seminar 3: MCMP (taken concurrent with second practicum) SWK 657 - Diversity and Inequality 1: MCMP SWK 660 - Research 2: Program Evaluation SWK 667 - Organizations/Social Administrative Practice 1 SPRING SWK 652 - Integrative Field Seminar 4: MCMP (taken concurrent with second practicum) SWK 658 - Diversity and Inequality 2: MCMP SWK 668 - Organizations/Social Administrative Practice 2 SWK 670 – Multicultural Macro Practice Policy SUMMER SWK 669 - Organizations/Social Administrative Practice 3 SWK 699 - General Elective SWK 671 – Multicultural Macro Practice Planning Portfolio or Summative Evaluation Project Completed and submitted in final year of study. 91 SWK 699 General Elective Students in both concentrations complete at least one general elective course. The following are examples of elective offerings that rotate each year: • • • • • • Parent and Professional Planning Interdisciplinary Perspectives on Aging Cognitive Behavioral Therapy in Social Work Clinical Practice Spirituality and Social Work Practice Empowerment of Services Users in Mental Health Children’s Mental Health We also offer short-term electives abroad, typically two weeks in length: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, Bolivia, China, and Hong Kong) Fieldwork and Field Placement Social work education goes beyond the classroom. Through the field experience, we expect that students will demonstrate skills to bridge theory and practice. Collaborative efforts between the student, the field agency, and the MSW program are essential to successful learning. The foundation of the practice includes: • • • • • • • Ethical, competent professional practice Problem solving within a systems framework and strengths perspective Use of advanced practice theories in Multicultural Clinical Practice or Multicultural Macro Practice settings Evaluation of the effectiveness of program or practice activities An understanding of and respect for diverse peoples and cultures Responsibility and service to the local and global community in the interest of social justice A commitment to oppose oppression of all forms Field Education Format Under the instruction and supervision of professionally-trained, MSW-level, and program-approved field instructors, foundation students will spend a minimum of 920 hours in two field practica. Advanced standing students will spend a minimum of 500 hours in one field practicum. Both the foundation and concentration practica are spread over 2 semesters (fall and spring). Both practica are concurrent with enrollment in integrative field seminars, as well as other MSW coursework. The fieldwork education of the MSW program is divided into two components: • • Foundation Practicum o The foundation practicum, or generalist practicum, puts emphasis on developing competence as a professional generalist social worker. It requires a minimum of 420 hours and is completed by students admitted at the foundation level. Students spend an average of 15 hours per week during the fall and spring semesters in this practicum. Concentration Practicum o The concentration practicum places emphasis on advanced practice skills and leadership qualities related to the chosen concentration. It requires a minimum of 500 hours and is completed by all students, including those admitted with advanced standing. Students spend an average of 18 hours per week during the fall and spring semesters in this practicum. Process for Field Practicum Selection Field practica begin in the fall, but the selection process begins the previous spring in collaboration with two other Twin Cities MSW programs. Students attend a field orientation before beginning their search. Augsburg College and the University of Minnesota - School of Social Work jointly host a field fair where students meet a large number of agencies and potential field instructors. Practicum selection involves interviews at approved sites, arranged by the student, and a matching process conducted collaboratively by the field coordinators at the three MSW programs in the Twin Cities. 92 In some instances, students can petition to complete a field practicum at an agency not on the approved list or at their place of employment. Students who wish to do so work with the MSW field coordinator for such proposals. Field Practicum Settings The Augsburg field faculty are committed to the success of each student in a stimulating and challenging field practicum. Our current list of approved clinical and community practice field sites includes agencies in the following areas of practice: • • • • • • • • • • • • • • • • • • • • • • • • • Family and children Child welfare Mental health Crisis intervention Senior resources Family social policy Health and human services Corrections and probation Public and independent schools Youth services Hospitals Developmental disabilities American Indian family services Chronic and persistent mental illness Chemical dependency Court services Immigrant, migrant, refugee services Victims of torture Faith-based social services Neighborhood services Legislation advocacy Housing services Employment services Community organizing Research centers Dual Degree in Social Work and Theology (MSW/MA, Theology) Augsburg College’s Department of Social Work (Minneapolis) and Luther Seminary (St. Paul) offer a dual degree: Master of Social Work and Master of Arts in Theology (MSW/MA). The dual degree has been approved by both institutions and by the Council on Social Work Education. If you are interested in combining a Master of Social Work with a Master of Arts in Theology, we recommend you begin the Luther Seminary program first and identify yourself as seeking the dual degree. For application information to Luther Seminary, visit their website at www.luthersem.edu/admissions/. Purpose The dual degree focuses on meeting the educational interests of people planning to serve the spiritual and social needs of families, individuals, and communities in both rural and urban settings. Both institutions have a commitment to social and economic justice and to teamwork in the pastoral and human service settings. This joint program is ecumenical in its admission policies as well as its academic outlook. Objectives Three primary objectives have been established: • To educate practitioners in social work and ministry who can combine the values, skills, and knowledge of both theology and social work to serve people in more holistic ways 93 • • To generate the partnerships necessary to serve the complex needs of communities and people experiencing transition in their lives, including the change of government support for those in poverty To prepare practitioners to seek the strengths of interdisciplinary teams in the human service and pastoral settings. Enrollment We recommend that dual degree students enroll in Luther Seminary courses first. Upon completion of this first year of courses, students then enroll in Augsburg courses for a second and third year (full-time). In the dual degree, Luther Seminary offers nine courses which can be completed in one year if pursued full-time. The remaining Luther Seminary course requirements are waived and replaced by the Augsburg MSW curriculum. At Augsburg, dual degree students complete the entire MSW curriculum with the exception of the SWK 699 general elective. Course Format and Field Practicum Luther Seminary courses are offered on a weekday schedule and Augsburg College courses are offered on a weekend schedule. The field practicum is incorporated into the Augsburg curriculum and will be in a setting reflective of the dual degree program, such as congregational multidisciplinary teams, nursing home chaplaincy, and social work teams. The Luther Seminary program and the Augsburg College program are both full-time; it is not feasible for students to do both programs simultaneously. Summary of MSW/MA Theology Dual Degree Requirements • • • • 9 courses at Luther Seminary All required MSW courses at Augsburg College MSW field practica credit hours (see guidelines under field practicum) MSW portfolio or summative evaluation project Admission to the Dual Degree It is the responsibility of dual degree students to be aware of application deadlines for both institutions. Applicants must apply to each program separately. Please note: admission to one institution does not guarantee admission to the other. To request the catalog and application materials, you must contact each program separately. Financial aid is also a separate process. Dual Degree in Social Work and Business Administration (MSW/MBA) Augsburg College offers a dual MSW/MBA degree in social work and business administration. Students enrolled in the dual degree program learn to create better managed and financially sound service organizations to serve diverse communities, both locally and globally. Purpose Many social service agencies today require that agency managers combine financial and business expertise with social work practice and policy formation. The MSW/MBA dual degree prepares graduates to function in a workplace that demands the delivery of quality services with increasingly limited resources. Concentration The MSW/MBA dual degree includes an accelerated third year of study for MSW students who elect the Multicultural Macro Practice (MCMP) concentration. In this concentration, students learn to effect positive change in social service systems through their work with communities, organizations, and social policy makers. Prior Augsburg MSW graduates who have completed the necessary Multicultural Macro Practice (MCMP) coursework are eligible to return to complete the MBA portion of the dual degree. Schedule Years 1 and 2 (September through June) MSW classes meet on alternating weekends—Friday evenings, Saturday mornings, and Saturday afternoons—and students engage in hybrid learning activities between class weekends. 94 Year 3 (12–16 months) MBA classes meet one night per week. The MBA program includes a summer term. See the MBA section for required courses for the dual degree. Curriculum • • • • • Foundation or advanced standing coursework Either 920 hours (foundation) or 500 hours (advanced standing) MSW field practicum experience The MSW summative evaluation project may be accepted by the MBA program as partial fulfillment of the MBA project. Complete a minimum of eight MBA courses for students who completed the MSW degree 2002 and beyond; complete a minimum of nine MBA courses for students who completed the MSW degree prior to 2002 For more information regarding the MBA coursework required for the MSW/MBA dual degree, see the MBA section. MBA Admission MSW/MBA dual degree applicants may apply to both programs at the same time or admitted MSW students may wait to apply to the MBA program until their concentration year. The GMAT is waived for MSW/MBA dual degree applicants. MBA application materials include: completed application, two short essays, an updated resume, two letters of recommendation, and a personal interview with the MBA program director. Admission to one program does not guarantee admission to the other. For a complete list of courses and descriptions, see the Course Description Search. Admission to MSW The Augsburg College MSW program promotes the widest possible diversity within its student population. Therefore, the admission policies ensure that educational opportunities are provided to persons with a range of abilities, backgrounds, beliefs, and cultures. Listed below are general descriptions for the application process. Refer to the online MSW application documents for details regarding specific application requirements. Admission Requirements • • • Bachelor’s degree from a regionally-accredited college or university Cumulative undergraduate GPA of 3.0 or higher Liberal arts coursework in the social sciences, humanities, biology, and statistics Application Checklist The application deadline is January 15 each year for matriculation in the following academic year. All application materials noted below are due by the application deadline. For more information go to www.augsburg.edu/msw or call 612-330-1101. • • • • • • • • • Completed application form $35 application fee One official transcript from each previously-attended postsecondary institution. This includes colleges, universities, vocational/technical institutions, and PSEO institutions. Liberal arts prerequisite coursework including four social sciences, three humanities, one biology, and one statistics course. These courses must be completed prior to enrollment. Completed BSW course equivalency checklist (for advanced standing applicants) Three recommendation checklist forms, with letters attached, submitted online Typed personal statement responding to the questions noted on the application form Results of the TOEFL language tests, if applicable Official international credit evaluation course-by-course review (for degrees completed outside of the United States) 95 Admission as an international student International applicants must submit the required application materials listed above. Refer to the additional requirements outlined in Admission of International Students in the Graduate Admissions section. Admission as a transfer student Students may apply to Augsburg as a transfer student. Transfer students follow the same procedure as new applicants. Transfer students may receive up to 22 transfer credits. (See Evaluation of Transfer Credit in the Academic Programs and Policies section of this catalog.) Eligible courses must be from a CSWE-accredited MSW program and students must have received a grade of B (3.0) or higher. Students must complete no fewer than 23 credits at Augsburg in order to receive their MSW degree from Augsburg College. We do not grant academic credit for work or life experience. Admission with Advanced Standing Advanced standing is an application category open to those with a bachelor’s degree in social work from a program that is accredited by the Council on Social Work Education (CSWE). Advanced standing applicants may seek waivers for the following eligible MSW courses: Human Behavior and the Social Environment, History of Social Welfare Policy, Practice Methods and Skills 1 and 2, and Integrative Field Seminars 1 and 2 (which include 420 field practicum hours). Advanced standing applicants must offer an equivalent BSW course for each with a grade of B (3.0) or higher in order to receive a waiver. Academic Policies Academic Achievement Students must maintain at least a 3.0 cumulative grade point average in the MSW program. If a student falls below a 3.0 average, the student will be placed on academic probation. A 3.0 cumulative grade point average must be restored in order for a student to be removed from probation. If the cumulative grade point average again falls below 3.0, the student may be dismissed from the program. Students are retained in the program who can: • • • • Maintain expected grade point average (3.0 or higher) Complete course requirements of the program and field placement in a timely manner Complete the program within four years Abide by the department’s Standards for Social Work Education and the NASW Code of Ethics No more than two courses with a grade of 2.5 will count toward the degree. Courses with a grade below 2.5 must be repeated. No more than two courses can be repeated. Only the credits and grades earned the second time are counted in the grade point average. If a student receives a grade below 2.5 in a field course, the MSW director will initiate a Level 3 review, as outlined in section 3.2 of the Standards for Social Work Education. Evaluation of Student Field Performance The criteria for evaluating field performance can be found in the MSW Field Manual, which is distributed to newlyadmitted students at our field orientation prior to seeking the field placement. Four-Year Limit All students are required to finish the degree within four years of matriculation. See the Academic Programs and Policies section of this catalog for policy on continuation of coursework or final thesis. Leave of Absence Students who interrupt their program enrollment must request a leave of absence through the MSW program in order to maintain their admitted status. The request must be made in writing or via the student’s Augsburg email account. A leave of absence typically requires a full year away from the program in order to return to classes in sequence. 96 Prerequisite Courses All foundation courses are prerequisite to the concentration courses. Students may not enroll in the concentration courses until successfully completing all foundation courses. In addition there are individual courses that are prerequisite to other individual courses in the MSW curriculum. These are listed in the MSW Handbook. Program Costs In addition to tuition fees, MSW students can expect to a pay a facilities fee and a field program fee. Students can also expect to purchase textbooks and student liability insurance when in a field placement. There may also be additional fees associated with short-term electives abroad. Graduate Scholarship Search Tips As you may know, graduate students do not have access to many of the financial aid opportunities open to undergraduates. Because of this, we strongly encourage you to spend time doing your own independent research into graduate funding available locally, nationally, and internationally. The simplest way to begin a search for graduate funding is to look online. There are many scholarship search engines online. The following websites may provide a good starting point for your search: www.naswfoundation.org www.gradloans.com www.cswe.org www.gradschools.com www.mnssa.org www.fastweb.com www.aauw.org www.gradview.com www.finaid.org www.petersons.com www.studentaid.ed.gov Examples of Social Work Graduate Scholarships • • • • • • Carl A. Scott Book Scholarship o Two $500 scholarships offered each year to students from ethnic groups of color. Applications due in May (go to www.cswe.org.) Gosnell Scholarship Funds o Ten awards ($1,000-$4,000) offered to social work students interested in working with American Indian/Alaska Native and Hispanic/Latino populations or in public and voluntary nonprofit agency settings. Applications due in August (see www.naswfoundation.org). Vern Lyons Scholarship o One award ($2,000) offered to students interested in health/mental health practice and a commitment to the African American community. Applications due in August (see www.naswfoundation.org). American Board of Examiners in Clinical Social Work o Several awards ($1,000 each) offered to students who demonstrate excellence in preparation for clinical social work practice. Applications due in March (see www.abecsw.org). MSSA Diversity Educational Scholarship o One $500 award offered to students from African-American, American Indian, Asian, LGBT, Hispanic and Immigrant Cultures in completing their education in the Human Service Field. Applications due in June (see www.mnsocialserviceassoc.org). Marjorie J. Carpenter Scholarship o One $1,500 award offered to students seeking education in the human service field so they may enhance their professional and/or technical skill development. Applications due in June (see www.mnsocialserviceassoc.org). 97 Augsburg Scholarships Augsburg’s Social Work Department offers several scholarships each year. Students who are enrolled in the first year of the program are eligible to apply. Awards range in amount from $300 to $1,500. • • • • • • • Phyllis M. Baker Memorial Scholarship Edwina L. Hertzberg Scholarship Arvida Norum Memorial Scholarship Steen Family Scholarship Fund for Minority Social Work Students Edwin Yattaw Memorial Scholarship Bodo F. Suemning Memorial Scholarship Blanca Rosa Egas Memorial Scholarship AmeriCorps Tuition Discount Augsburg offers a tuition discount to students who are or have been AmeriCorps volunteers—25% off the tuition cost of one course per semester. This would apply to all semesters of your MSW program. Contact the Enrollment Center for more information. Augsburg Partnership Grant The Augsburg Partnership Grant applies to new enrolling students only and allows employees of partner institutions to receive a 10% tuition discount. Application fees of $35 are also waived. If a student enrolls in an Employer Tuition Reimbursement Payment Plan, the $20 processing fee is also waived. Contact the Enrollment Center for more information. Military Discount See description in the Financing Your Education section of the catalog. MSW Forum All MSW students are invited to participate in the student-run organization, the MSW Forum. The purpose of the forum is to facilitate communication between social work students and the social work department, as well as to provide the opportunity for student participation in departmental governance, curriculum development, and program improvements. As such, forum members are invited to attend Social Work Department meetings via representatives. The forum has historically been volunteer based. Any student may serve on the forum, provided the student can make a commitment to attend the meetings and share in the efforts. The MSW director and MSW program coordinator also serve on the forum. Other faculty may be invited as permanent members or as guests. Past forum members established these guidelines: • • • • • • Provide an avenue for students to share and discuss ideas and/or concerns related to the MSW educational experience with the Social Work Department Encourage constructive dialogue among students, faculty, and department and College administrators Make recommendations to the department regarding program improvements Receive and give feedback on expectations of faculty, students, and the College Plan and coordinate MSW student events, lectures, discussions Organize social action projects MSW Faculty Laura Boisen, Professor of Social Work, MSW Field Coordinator. BS, Wartburg College; MSSW, University of Wisconsin; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch, Professor of Social Work, MSW Program Director. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois-Urbana-Champaign. Mauricio Cifuentes, Assistant Professor of Social Work. JD, Pontificia Universidad Javeriana, Bogota, Colombia; MSW Loyola University; PhD, Loyola University. 98 Ankita Deka, Assistant Professor of Social Work. BA, Delhi University; MSW, Tata Institute of Social Sciences; PhD, Indiana University. Christina Erickson, Associate Professor of Social Work, Field Education Coordinator. BS, University of Minnesota; MSW, University of Minnesota-Duluth; PhD, University of Illinois-Chicago. Annette Gerten, Associate Professor of Social Work, BSW Field Coordinator. BA, College of St. Catherine; MSW, University of Michigan; PhD, University of Minnesota. Melissa Hensley, Assistant Professor of Social Work. BA, MSW, PhD, Washington University in St. Louis; MHA, University of Missouri–Columbia. Bibiana Koh, Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MAT, School for International Training; MSW, Smith College; PhD, University of Minnesota. Barbara Lehmann, Associate Professor of Social Work, BSW Program Director. BA, Knox College; MSW, Tulane University; PhD, Case Western Reserve University. Terrence Lewis, Assistant Professor of Social Work. BA, The Catholic University of America; MSW, University of Kentucky; PhD, Boston University. Nancy Rodenborg, Associate Professor of Social Work. BA, Indiana University; MSW, University of Minnesota; MIA, School of International Training; PhD, University of Arizona. Michael Schock, Associate Professor of Social Work, Department Chair. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. MSW Staff Doran Edwards, BSW Program Assistant Director Erika McCreedy, Administrative Assistant Courtney Zaato, Field Assistant 99 Augsburg College Board of Regents For more details, go to www.augsburg.edu/regents. Andra Adolfson Dan W. Anderson ‘65 Ann B. Ashton-Piper Jennifer P. Carlson, J.D. Bishop Rick Hoyme, ex-officio Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Rev. Rolf Jacobson, Ph.D. Eric J. Jolly, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D., Chair Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Curtis A. Sampson Bishop Ann M. Svennungsen, ex-officio Gary A. Tangwall ’80 Rev. Norman W. Wahl ’76, D.Min. Bonnie Wallace Steven J. Wehrenberg ‘78 Rev. Mark N. Wilhelm, Ph.D., ex-officio ELCA Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Program Director for Schools The Rev. Dr. Mark Wilhelm 100
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Title: Augsburg College Course Descriptions, 2014-2015
Collection: Course Catalogs
Search Result: ACC ACC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financia...
Show more ACC ACC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Core Curriculum Component: None Prerequisite(s): None ACC222 Introduction to Managerial Accounting 4 Semester Credits A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221 (Introduction to Financial Accounting) ACC295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT (Consent of Instructor) ACC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC322 Accounting Theory and Practice I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. 1 Core Curriculum Component: None Prerequisite(s): ACC222 (Introduction to Managerial Accounting) ACC323 Accounting Theory and Practice II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None Prerequisite(s): ACC322 (Accounting Theory and Practice I) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), MAT373(Probability and Statistics I); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing) ACC326 Tax Accounting 4 Semester Credits The more common and important provisions of planning and compliance for income taxes. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ACC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ACC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ACC423 2 Auditing 4 Semester Credits Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and Practice II) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(Accounting Theory and Practice II) ACC495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS205 Contemporary American Indians 3 4 Semester Credits In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. Core Curriculum Component: None Prerequisite(s): None AIS208 Native American Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: None Prerequisite(s): None AIS233 Women: A Cross-Cultural Perspective 4 Semester Credits This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. Core Curriculum Component: None Prerequisite(s): None AIS264 American Indian in the Cinema 4 Semester Credits Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. Core Curriculum Component: None Prerequisite(s): None AIS299 Directed Study * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS305 Indigenous Issues of the Americas 4 Semester Credits 4 This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women’s Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: None Prerequisite(s): None AIS320 American Indian Women 4 Semester Credits Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS332 Native American Storytelling 4 Semester Credits The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Core Curriculum Component: None Prerequisite(s): None AIS355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English. Core Curriculum Component: None Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. 5 Core Curriculum Component: None Prerequisite(s): None AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS408 Native American Women and Film 4 Semester Credits Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Core Curriculum Component: None Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics) AIS490 Keystone: Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. Core Curriculum Component: Keystone Prerequisite(s): None AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. 6 Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. 7 Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 8 Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, assignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) 9 ART215 Web Design I 4 Semester Credits This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART224 Publication Design 4 Semester Credits An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. Core Curriculum Component: Fine Arts Prerequisite(s): None ART225 Graphic Design I 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART231 10 Pre-Columbian, Colonial, & Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts Prerequisite(s): None ART233 Collaborative Printmaking: A Press Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits 11 Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits 12 Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) ART299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Junior Exhibition and Review 0 Semester Credits Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits) Core Curriculum Component: None Prerequisite(s): None ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. 13 Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Web Design II 4 Semester Credits Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. Core Curriculum Component: None Prerequisite(s): ART215(Web Design I) ART320 Typography 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design), ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art), ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art), ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art) ART322 Plein Air Sketching II 4 Semester Credits Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART330 Graphic Design II 4 Semester Credits This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design, branding, packaging, and illustration. Core Curriculum Component: None Prerequisite(s): ART225(Graphic Design I) ART332 14 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography), ART332(Photography II) ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. Core Curriculum Component: None Prerequisite(s): None ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) 15 ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART355 Painting II 4 Semester Credits Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use of larger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits 16 The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None 17 ART390 Native American Art 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition and Faculty Review 0 Semester Credits Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition. Core Curriculum Component: None Prerequisite(s): ART305(Junior Exhibition and Review) 18 ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG AUG101 Augsburg Seminar 0 Semester Credits 19 A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): None AUG102 Augsburg Seminar 0 Semester Credits This individualized directed study course is available through moodle (course management system) only to students who did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’ progress toward graduation and future careers. A fee is charged during the semester when all requirements are satisfactorily completed. Contact the Director of AugSem for more information. Core Curriculum Component: None Prerequisite(s): None BIO BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three onehour lectures, one three-hour laboratory. Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I) BIO103L Human Anatomy and Physiology Lab 20 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. ) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. Core Curriculum Component: None 21 Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. (Three hours of lecture, four hours laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of BIO113(Introductory Organismal Biology), BIO151(Introductory Biology) BIO152L Evolution Ecology and Diversity Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO253 Introductory Cellular Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None 22 Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II) BIO253L Introductory Cellular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required* BIO255 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), MPL(Math Placement Group 4), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO255L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO255(Genetics) *concurrent registration is required* BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours of lecture, four hours of laboratory.) 23 Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO355 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO355L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO355(Genetics) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits 24 A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I) BIO369L Biochemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits 25 Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Animal Physiology 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO473L Animal Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO474L 26 Developmental Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO475L Neurobiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO476L Microbiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips.) Core Curriculum Component: None 27 Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO152(Evolution, Ecology and Diversity) BIO481L Ecology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology) BIO486L Immunology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO486(Immunology) *concurrent registration is required* BIO490 Biology Keystone 2 Semester Credits A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors. Core Curriculum Component: Keystone Prerequisite(s): None BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 0 Semester Credits 28 Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BUS BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS200 Exploring Business as a Vocation 4 Semester Credits This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. Core Curriculum Component: None Prerequisite(s): None BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS254 Entrepreneurship 4 Semester Credits 29 The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. Core Curriculum Component: None Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): None BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing 30 for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS461 Global Business Management: Mexico and Emerging Markets - Mexico 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 31 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended. Fall and Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) 32 Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required* CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) CHM116L General Chemistry II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM351 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II) CHM351L 33 Organic Chemistry I Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required* CHM352 Organic Chemistry II 4 Semester Credits Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. Core Curriculum Component: None Prerequisite(s): CHM351(Organic Chemistry I) CHM352L Organic Chemistry II Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required* CHM353 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM353L Quantitative Analytical Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required* CHM362 Chemical Thermodynamics, Statistical Mechanics, and Kinetics 4 Semester Credits Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and kinetics. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) 34 CHM362L Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is required* CHM367 Properties of Polymers 4 Semester Credits Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II) CHM368 Quantum Chemistry, Molecular Structure, and Spectroscopy 4 Semester Credits Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure, spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) CHM368L Quantum Chemistry, Molecular Structure, and Spectroscopy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is required* CHM370 BioOrganic Chemistry 4 Semester Credits The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical, and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics, and redox processes are studied in the context of information storage, transmission, expression, and control. Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM397 Internship 35 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM464 Advanced Organic Chemistry 4 Semester Credits Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern instrumentation is used in multi-step synthesis to analyze reaction data. Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM464L Advanced Organic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required* CHM470 Principles of Medicinal Chemistry 4 Semester Credits Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. A prior course in biochemistry is recommended. (Spring, even years) Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, radiochemical, chromatography, thermal, and electroanalytical methods are covered. (Three hours of lecture, one four-and-one-half hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry) 36 CHM481L Instrumental Analysis Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required* CHM482 Advanced Inorganic Chemistry 4 Semester Credits Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II) CHM482L Advanced Inorganic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required* CHM491 Chemistry Seminar 0 Semester Credits This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Core Curriculum Component: None Prerequisite(s): None CHM497 Introduction to Chemistry Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year 37 (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): None CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. 38 Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: None 39 Prerequisite(s): None COM280 Introduction to Communication Studies 4 Semester Credits An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None COM281 Research Methods 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level) COM295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM321 Business and Professional Speaking 4 Semester Credits This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), SPC111(Public Speaking) COM329 Intercultural Communication 40 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods) COM355 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM396 41 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM405 Nonverbal Communication 4 Semester Credits This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. Core Curriculum Component: None Prerequisite(s): COM281(Research Methods) COM415 Advanced Critical Media Studies 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): COM120(Mass Media and Popular Culture) COM480 Public Relations/Promotional Communication 42 4 Semester Credits Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170 43 Introduction to Programming 4 Semester Credits A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) CSC170L Introduction to Programming Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC210 Data Structures 4 Semester Credits Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC170(Introduction to Programming) CSC210L Data Structures Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) *concurrent registration is required* CSC240 Intro to Networking and Communications 4 Semester Credits Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) 44 CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC320 Algorithms 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC345 Principles of Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC352 Database Management and Design 4 Semester Credits Structure of database management systems, query facilities, file organization and security, and the development of database systems. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC353 Database Architecture and Design 4 Semester Credits 45 An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC397 Internship * 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC399 46 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures) CSC450 Programming Languages and Compilers I 4 Semester Credits Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory) *concurrent registration is acceptable*; CSC320(Algorithms) CSC451 Programming Languages and Compilers II 4 Semester Credits Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. Core Curriculum Component: Keystone Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory); CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC495 Advanced Topics in Computer Science 47 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CSC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECE ECE345 Foundations of Preprimary Education 3 Semester Credits Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and other social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); PSY105(Principles of Psychology), PSY250(Child Development) ECE346 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ECE345(Foundations of Preprimary Education) ECE347 Immersion and Teaching Competence 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged Children) 48 ECE488 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE489 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE545 Foundations of Preprimary Education 3 Semester Credits Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology), PSY250(Child Development) ECE546 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department Admission) ECE547 Immersion and Teaching Competence 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None 49 Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged Children), GRADEDADMIT(Graduate Education Department Admission) ECO ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 50 Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 51 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): ECO312(Intermediate Macroeconomics), ECO313(Intermediate Microeconomics), MAT245(Calculus III), MAT246(Linear Algebra) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone 52 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None 53 ECS509CE Paideia: Guided Reading for Great Ideas 1 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE Advanced Student Learning through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Training 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- variable credit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 2 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE 54 Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC Con’t Ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS590CE Topics Grad Edu, General and TPT Con’t Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1st and 2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC199 Internship 4 Semester Credits 55 Core Curriculum Component: None Prerequisite(s): None EDC200 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits 56 Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDC330 Building the Public Good: Public Achievement and Organizing: Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC331 Practicum in Public Achievement-Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement setting is required. Core Curriculum Component: None Prerequisite(s): None EDC332 Building the Public Good: Public Achievement and Organizing: Seminar II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC333 57 Practicum in Public Achievement-Practicum II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC410 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone 58 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC500 Reading Leadership in the K-12 Schools 2 Semester Credits In this course students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders. Core Curriculum Component: None Prerequisite(s): None EDC506 Readership, Literature, and New Literacies 3 Semester Credits This course aims to cover the range and breadth of reading choices that exist for children and adolescents in a literature classroom, and how best to implement these choices to foster voracious, critical readers. Core Curriculum Component: None Prerequisite(s): None EDC514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC515 Reading Leadership: Reading Theory and Research 59 3 Semester Credits Throughout this course, reading leaders will investigate a wide range of reading research and theory, and explore how theory and research support reading assessment and instruction in a K-12 setting. Core Curriculum Component: None Prerequisite(s): None EDC522 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: None Prerequisite(s): None EDC535 Reading Leadership: Assessment and Instruction with Elementary Readers 3 Semester Credits During this course, reading leaders will investigate the reading process, the link between assessment and instruction, and reading strategies that support and sustain reading of emergent to early readers. Field experience required. Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC545 Reading Leadership: Assessment and Instruction with Middle and High School Students 3 Semester Credits 60 During this course, reading leaders will explore current methods, theories and materials used with transitional readers in content area instruction; the link between assessment and instruction; and reading strategies that support and sustain reading of middle and high school learners. Field experience required. Core Curriculum Component: None Prerequisite(s): None EDC553 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of “who am I as a leader”. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 61 EDC585 Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC592 Action Research I 3 Semester Credits This course will introduce students to qualitative action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self-reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. First course in a two-course sequence. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 62 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience Prerequisite(s): None 63 EED EED199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED225 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 64 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED325 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED225(Foundations of Literacy) EED326 Elementary Reading K-6 Field Experience 1 Semester Credits Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325. 65 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 K-6 Methods: Mathematics 3 Semester Credits 66 Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED370 K-6 Methods: Social Studies/Thematics 2 Semester Credits Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 67 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED481 Student Teaching: Elementary K-6 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED483 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED485 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED495 Topics in Education 3 Semester Credits Core Curriculum Component: None 68 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED524 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED525 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED225(Foundations of Literacy) EED550 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional 69 focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): None EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Developmental Writing 4 Semester Credits A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing 4 Semester Credits Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level) ENL112 Advanced Effective Writing 4 Semester Credits Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) 70 ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL221 Intermediate Expository Writing About the Arts 4 Semester Credits A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: None 71 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL227 Journalism 4 Semester Credits An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL228 Broadcast and Online Journalism 4 Semester Credits This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL240 Introduction to Literary Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits 72 An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL250 American Voices 4 Semester Credits American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL251 Introduction to African American Literature 4 Semester Credits This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL255 American Indian Literature 4 Semester Credits American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL260 Authors 73 4 Semester Credits A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL270 Themes 4 Semester Credits This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL280 Genres 4 Semester Credits Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL290 Explorations in Language and Theory 4 Semester Credits An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL291 Thailand: Teaching ESL 4 Semester Credits 74 In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Fiction One 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL321 Fiction Two 4 Semester Credits A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. Core Curriculum Component: None Prerequisite(s): ENL320(Fiction One) ENL322 Poetry One 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL323 Poetry Two 4 Semester Credits 75 In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. Core Curriculum Component: None Prerequisite(s): ENL322(Poetry One) ENL324 Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL327 Advanced Reporting 4 Semester Credits This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. Core Curriculum Component: None Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus 76 I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) ENL328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL228(Broadcast and Online Journalism) ENL330 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL332 British Literature: Renaissance and Reformation 4 Semester Credits A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL333 British and American Literature of the 17th and 18th Centuries: Strange Shores 4 Semester Credits British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. Core Curriculum Component: None 77 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL336 Age of Victoria 4 Semester Credits If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL338 British and Commonwealth Drama 4 Semester Credits 78 A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL350 Readings in African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL351 19th Century American Literature 4 Semester Credits Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) 79 ENL352 American Literature from 1900 to 1945 4 Semester Credits Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL353 American Literature from 1945 4 Semester Credits Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Core Curriculum Component: None 80 Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL358 Readings in American Drama 4 Semester Credits A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL362 Renaissance to Modern Literature 4 Semester Credits 81 Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Post Colonial Fiction 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL367 Women and Fiction 4 Semester Credits The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL368 Readings in World Dramas 4 Semester Credits A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) 82 ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL380 Introduction to the English Language 4 Semester Credits A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL385 Language and Power 4 Semester Credits Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL391 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities 83 Prerequisite(s): None ENL394 Composition Theory and Practice 4 Semester Credits Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL396 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL410 Advanced Studies in Literature 4 Semester Credits Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone 84 Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL420 Advanced Studies in Writing 4 Semester Credits The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I) ENL427 Advanced Studies in Media , Ethics, and Theory 4 Semester Credits This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting) ENL430 Advanced Studies in Theory and Method 4 Semester Credits Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish 85 Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL510 Residency in Creative Writing I 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL511 Mentorship I 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL512 Critical and Creative Reading I 86 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL513 Mentorship II 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL514 Critical and Creative Reading II 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL520 Residency in Creative Writing II 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL521 Mentorship III 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the 87 student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL522 Critical and Creative Reading III 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL523 Mentorship IV 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL524 Critical and Creative Reading IV 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) 88 ENL526 Literary Translation Practicum 4 Semester Credits A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a major literary work. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL527 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL528 Publishing II 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL530 Residency in Creative Writing III 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENV ENV100 Environmental Connections 4 Semester Credits 89 An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV120 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ENV120L Environmental Science Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required* ENV310 Environmental Politics Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics) ENV397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 Internship 4 Semester Credits Core Curriculum Component: None 90 Prerequisite(s): None ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. 91 Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 92 ESE325 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 93 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience 94 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE481 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE483 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE485 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None 95 Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): None ESL ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 96 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None 97 Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) ESL481 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL483 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL485 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL487 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESL490 Language, Culture, and Schools 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL510 98 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): None ESL520 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study * 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FAR FAR111 99 Beginning Farsi I 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FAR112 Beginning Farsi II 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 2 Prerequisite(s): FAR111(Beginning Farsi I) FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIA FIA206 Sights and Sounds of Europe 4 Semester Credits FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation. Core Curriculum Component: Fine Arts Prerequisite(s): None FIN FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 100 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. 101 Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FLM FLM124 Monster Movies 4 Semester Credits Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM216 Film Production I 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits 102 This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Film Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM312 Film Production II 4 Semester Credits This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM328 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM348 Intermediate Video Production 4 Semester Credits 103 This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone 104 Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE211 Intermediate French I 4 Semester Credits 105 Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 106 French Civilization Today 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits 107 Core Curriculum Component: None Prerequisite(s): None FRE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 108 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities 109 Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): None GER354 Survey of German Literature II 4 Semester Credits The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 110 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GRAD GRADUATION Graduation Workshop 0 Semester Credits Graduation applicants are registered for this course. It is used to track and communicate with graduates. Core Curriculum Component: None Prerequisite(s): None GRK GRK113 Beginning New Testament Greek I 4 Semester Credits The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): None GRK114 Beginning New Testament Greek II 4 Semester Credits The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): GRK113(Beginning New Testament Greek I) GST GST009 Augsburg Experience Internship 0 Semester Credits A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST100 Critical Thinking 111 4 Semester Credits Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better. Students waived from this course may take this class only with permission of the instructor. Core Curriculum Component: None Prerequisite(s): None GST108 AVID Elective 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Introduction to the Liberal Arts 4 Semester Credits An introduction to the philosophy of the liberal arts curriculum and improving those skills important to academic success: reading, comprehension, note taking and textbook reading, time management, vocabulary, test-taking, organization, concentration and memorization, learning style, conflict management, assertiveness training, and motivation strategies. This course may not be taken by students who have completed 32 credits. Core Curriculum Component: None Prerequisite(s): None GST200 Quantitative Reasoning/Statistical Literacy 4 Semester Credits This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Seminar 0 Semester Credits 112 Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS HIS101 The Beginning of Western Culture 4 Semester Credits An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 The Shaping of Western Civilization 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 The Modern World 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 The Modern Non Western World 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 America to 1815 4 Semester Credits A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. 113 Core Curriculum Component: Humanities Prerequisite(s): None HIS121 19th-Century United States 4 Semester Credits A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. Core Curriculum Component: Humanities Prerequisite(s): None HIS122 20th-Century United States 4 Semester Credits A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. Core Curriculum Component: Humanities Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS150 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits 114 An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 20th-Century South Asia 4 Semester Credits This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: Humanities Prerequisite(s): None HIS195 Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Minnesota History 4 Semester Credits This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Core Curriculum Component: Humanities 115 Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 History of African American Civil Rights, 1619-1915 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 History of African American Civil Rights, 1915-1972 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None 116 HIS280 The History Workshop 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS282 The History of Women Since 1848 4 Semester Credits This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS300 Public History 4 Semester Credits Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): None HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS316 117 U.S. Urban Environmental History 4 Semester Credits A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. Core Curriculum Component: None Prerequisite(s): None HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. Core Curriculum Component: None Prerequisite(s): None HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): None HIS331 Topics in United States History 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS332 History of United States Foreign Relations 4 Semester Credits A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. Core Curriculum Component: None Prerequisite(s): None 118 HIS335 American Urban History 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): None HIS336 American Labor History 4 Semester Credits A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. Core Curriculum Component: None Prerequisite(s): None HIS338 American Legal History 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): None HIS343 The North American West 4 Semester Credits This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. Core Curriculum Component: None Prerequisite(s): None HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None Prerequisite(s): None 119 HIS348 Russia and the Soviet Union in the 20th Century 4 Semester Credits An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): None HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children, Jews and other minority groups. Core Curriculum Component: None Prerequisite(s): None HIS354 Modern Britain and Ireland 4 Semester Credits 120 This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): None HIS355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS361 Hellenistic Greece and Rome 4 Semester Credits This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. 121 Core Curriculum Component: None Prerequisite(s): None HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HIS370 The Late Middle Ages to 1648 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): None HIS374 Medieval Crusades 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): None HIS378 Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) HIS398 Internship 2 Semester Credits 122 Core Curriculum Component: None Prerequisite(s): None HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS462 20th-Century South Asia 4 Semester Credits This course explores the processes of colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Sri Lanka. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS474 World and the West 4 Semester Credits Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. Core Curriculum Component: None Prerequisite(s): None HIS480 History Senior Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop) HIS498 123 Independent Study * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON HON100 Christian Vocation & Search for Meaning I 4 Semester Credits Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another term. Core Curriculum Component: None Prerequisite(s): None HON111 Effective Writing for Liberating Letters 4 Semester Credits This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level) HON120 The Scholar Citizen 4 Semester Credits An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab) Core Curriculum Component: None Prerequisite(s): None HON120L The Scholar Citizen Theatre Lab 0 Semester Credits Core Curriculum Component: None 124 Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required* HON130 Liberating Letters: Humanist Tradition 4 Semester Credits Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON200 Christian Vocation & Search for Meaning II 4 Semester Credits Honors version of REL 200. See REL 200 for content and requirements. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) HON220 The Scholar Scientist 4 Semester Credits Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HON230 Arts and the City 4 Semester Credits Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240 Science, Technology, and Citizenship 4 Semester Credits Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. Core Curriculum Component: Natural Sciences and Mathematics (Lab) 125 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240L Science, Technology, and Citizenship Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science, Technology, and Citizenship) *concurrent registration is required* HON250 The Social Scientist 4 Semester Credits Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON260 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 260 practice and complete a structured process for collecting, synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 260. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON340 Junior Colloquium: The Scholar as Leader 0 Semester Credits Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N) Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON375 Student Created Learning Experience 0 Semester Credits This course will only be used for student created learning experiences that fulfill a lifetime activity. Core Curriculum Component: None 126 Prerequisite(s): None HON380 Student Created Learning Experience 1 Semester Credits May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use traditional or P/N grading options). Core Curriculum Component: None Prerequisite(s): None HON450 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 450 practice and complete a structured process for collecting, synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON470 Student/Faculty Collaboration: Research Thesis Requirement 0 Semester Credits Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit, P/N only) Core Curriculum Component: None Prerequisite(s): None HON490 Honors Senior Seminar 4 Semester Credits This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON499 Independent Study 4 Semester Credits Core Curriculum Component: None 127 Prerequisite(s): None HPE HPE001 Foundations of Fitness 0 Semester Credits This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and wellbeing. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: None Prerequisite(s): None HPE002 Lifetime Activity 0 Semester Credits Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. Core Curriculum Component: None Prerequisite(s): None HPE104 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE110 Personal and Community Health 4 Semester Credits Concepts and practices of health and healthful living applied to the individual and the community. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE114 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) 128 Core Curriculum Component: None Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE205 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE220 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 129 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE275 Prevention and Care of Athletic Injuries 2 Semester Credits Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE114(Health and Safety Education) HPE275L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) 130 Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training) HPE304 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE305 Stress Management 2 Semester Credits This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits 131 Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE324 K-6 PE Games and Activities 2 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE334 7-12 Sport Skills and Activities 2 Semester Credits Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE335 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE336 Trekking the Mountains: An Outdoor Cultural Excursion 4 Semester Credits A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistics for the excursion. Core Curriculum Component: None Prerequisite(s): None HPE340 132 Organization and Administration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE350L Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* HPE351 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology) HPE351L Physiology of Exercise Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required* HPE357 Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) 133 Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None 134 Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE410 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE473 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) 135 HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None HUM195 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM199 Internship 4 Semester Credits Core Curriculum Component: None 136 Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS INS198 Internship * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. 137 Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS233 Women: A Cross Cultural Perspective 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective 138 internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education, Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Politics of Conflict and Transformation 4 Semester Credits 139 Core Curriculum Component: None Prerequisite(s): None INS330 Emerging Art and Urban Culture Seminar 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Politics of Artistic Expression 4 Semester Credits Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS342 River Politics Field Seminar 4 Semester Credits In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. Core Curriculum Component: Augsburg Experience Prerequisite(s): POL241(Environmental and River Politics) INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability and Environmental Policy Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Reading for Social Change 140 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Writing for Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Theories of Poverty, Inequality and Social Change 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Social Policy and Anti-Poverty Strategies in Theory and Practice 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits 141 Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 Challenges of Globalization to the Scandinavian Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 Challenges of a Changing Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience 142 Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 143 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY KEY470 Creating Life in the Arts: Exploration and Reflection on Vocation 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection. Core Curriculum Component: Keystone Prerequisite(s): None KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None 144 Prerequisite(s): None LAT102 Beginning Latin II 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None Prerequisite(s): LAT101(Beginning Latin I) LCS LCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None LCS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None LCS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 145 LCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT MAT103 Everyday Math 3 Semester Credits Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): MPL(Math Placement Level 1) MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT129 Practical Applications of Math 4 Semester Credits An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) 146 MAT137 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT138 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required* MAT145 Calculus I 4 Semester Credits Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT146 Calculus II 4 Semester Credits Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT163 Introductory Statistics 147 4 Semester Credits Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT171 Discrete Mathematics For Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to MAT171. Students who have completed MAT271 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT173 Mathematics of Finance 4 Semester Credits Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT245 148 Calculus III 4 Semester Credits Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT246 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures) MAT248 Biostatistics 4 Semester Credits Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods. Core Curriculum Component: None Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I) MAT252 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT271 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry), MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II) MAT287 History of Mathematics 149 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT304 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures) MAT314 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures) MAT324 Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) MAT355 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. 150 Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II) MAT363 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Core Curriculum Component: None Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT369 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III) MAT373 Probability and Statistics I 4 Semester Credits Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III) MAT374 Probability and Statistics II 4 Semester Credits A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), 151 COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I) MAT377 Operations Research 4 Semester Credits Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra) MAT394 Topics in Statistics 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT146(Calculus II) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) 152 MAT399 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor) 153 MBA MBA510 Applied Managerial Economics 3 Semester Credits Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 3 Semester Credits Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. Core Curriculum Component: None Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 154 Organizational Behavior 3 Semester Credits Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies. Core Curriculum Component: None Prerequisite(s): None MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. Core Curriculum Component: None Prerequisite(s): None MBA560 Communication Issues in Management 3 Semester Credits An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. Core Curriculum Component: None 155 Prerequisite(s): None MBA575 Strategic Technology 3 Semester Credits Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. Core Curriculum Component: None Prerequisite(s): None MBA576 Project Management 3 Semester Credits The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by modern project managers. Core Curriculum Component: None Prerequisite(s): None MBA580 The Field Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA581 Management Consulting Project I 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) Core Curriculum Component: None Prerequisite(s): None MBA582 Management Consulting Project II 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) 156 Core Curriculum Component: None Prerequisite(s): None MBA583 Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures 3 Semester Credits This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): None MBA584 Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship 3 Semester Credits Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to actual practice. Core Curriculum Component: None Prerequisite(s): None MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. Core Curriculum Component: None Prerequisite(s): None MBA593 Health Care Operations Management 3 Semester Credits This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus primarily on those that improve hospital productivity. Core Curriculum Component: None Prerequisite(s): None 157 MBA595 Strategic Management 3 Semester Credits Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBC MBC532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None 158 Prerequisite(s): None MBC535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None Prerequisite(s): None MBC537 Health Care Financing 3 Semester Credits This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance Core Curriculum Component: None Prerequisite(s): None MBC542 Legal and Ethical Considerations in Health Care 3 Semester Credits This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources and increasing professional liability. Core Curriculum Component: None Prerequisite(s): None MBC547 Human Resources Issues in Health Care 3 Semester Credits This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on course introduces human resources to those who are preparing to work in any area of health care or health service covering important topics such as recruitment, training, termination, compensation practices, and safety. Core Curriculum Component: None Prerequisite(s): None MBC552 159 Marketing Communications 3 Semester Credits The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix decisions. Core Curriculum Component: None Prerequisite(s): None MBC554 Consumer Behavior 3 Semester Credits The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase decisions. Core Curriculum Component: None Prerequisite(s): None MBC599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MCN MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): None MDC094CE Everyday Mathematics 4 Semester Credits 160 Core Curriculum Component: None Prerequisite(s): None MDC MDC101CE Lifetime Fitness 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC102CE Mathematical Thinking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC103CE The Modern World 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC104CE College Mathematics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC105CE Principles of Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology 4 Semester Credits 161 Core Curriculum Component: None Prerequisite(s): None MDC110CE Small Business, Start-Up 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC111CE Writing and Research Skills 4 Semester Credits Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disciplines 2 Semester Credits Equivalent to IHCC ENG 1111 Research Writing in the Disciplines-WRIT Emphasizes textual analysis of primary and secondary sources with focus on writing in students’ academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 4 Semester Credits Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG 1108. Core Curriculum Component: None Prerequisite(s): None MDC1152CE Leadership Skills Development 162 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Human Society 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC129CE Mathematics for the Liberal Arts 4 Semester Credits 163 Core Curriculum Component: None Prerequisite(s): None MDC130CE Sociology and the Family 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government & Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE Educational Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC201CE Legal Environment of Business 4 Semester Credits Core Curriculum Component: None 164 Prerequisite(s): None MDC204CE History of Rock & Roll 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC210CE Educational Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC222CE US History Since 1877 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 165 MDC240CE Introduction to Literary Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC241CE Introduction to Cinema Arts 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC251CE Environmental Science 4 Semester Credits IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab included. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 4 Semester Credits 166 Core Curriculum Component: None Prerequisite(s): None MDC255CE Small Group Communication 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC256CE Comparative Religions 4 Semester Credits This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Equivalent to IHCC Course HIST 2125 History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS MIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS260 Problem Solving for Business 4 Semester Credits This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. Core Curriculum Component: None 167 Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated consequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). 168 Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group); MIS260(Problem Solving for Business) MIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MIS475 Systems Analysis and Design 4 Semester Credits Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(Management Information Systems in the Organization) MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(Management Information Systems in the Organization), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS479 169 Business Analytics 4 Semester Credits Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each model studied. Core Curriculum Component: None Prerequisite(s): 1 of MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT MKT199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT252 Principles of Marketing 4 Semester Credits Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits 170 Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of BUS264(Statistical Literacy for Managers), BUS379(Quantitative Methods for Business and Economics), MAT163(Introductory Statistics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. 171 Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. Core Curriculum Component: None Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None 172 Prerequisite(s): CONSENT(Consent of Instructor) ML ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Responsible Leadership for the 21st Century 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity, Values, and Personal Growth 3 Semester Credits 173 Study of the concepts of self-identity, value formation, and personal growth as they relate to professional life; factors that influence the development of self-identity and personal values; and the effect of personal values on learning and leadership strategies. Core Curriculum Component: None Prerequisite(s): None ML523 Leading Authentically 3 Semester Credits Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course, students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop a leadership plan that honors their authentic selves. Core Curriculum Component: None Prerequisite(s): None ML527 Spirituality and Leadership in the Workplace 3 Semester Credits The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 174 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML540 Political Leadership: Theory and Practice 3 Semester Credits Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None 175 ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML550 Communication, Decision Making, and Technology 3 Semester Credits Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. Core Curriculum Component: None Prerequisite(s): None ML553 Design and Leadership 3 Semester Credits A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership. Core Curriculum Component: None Prerequisite(s): None ML557 Language of Leadership 3 Semester Credits Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. Core Curriculum Component: None Prerequisite(s): None ML560 Cultural Competence and Effective Leadership 3 Semester Credits 176 This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): None ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 177 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None ML576 Leading Innovation 3 Semester Credits Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully leading innovation efforts. Core Curriculum Component: None Prerequisite(s): None ML577 Universal Responsibility and Leadership: A Nicaraguan Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML580 Colloquium on Contemporary Theories of Leadership 3 Semester Credits Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML510) Core Curriculum Component: None Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey) ML585 Integrating the Theory and Practice of Responsible Leadership 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical 178 analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): None ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None 179 ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None ML998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ML999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUE MUE111 Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 180 1 Semester Credits The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included 181 accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. 182 Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 Opera Workshop 183 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP MUP111 Performance Study: Voice 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP122 184 Performance Study: Viola 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit 185 (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP134 Performance Study: Saxophone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None 186 MUP141 Performance Study: Trumpet 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 0 Semester Credits 187 These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 0 Semester Credits This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student Handbook) Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None 188 Prerequisite(s): None MUP191 Performance Study: Harp 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP192 Performance Study: Improvisation 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 0 Semester Credits 189 These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 190 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 191 Performance Study: Horn 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) 192 MUP352 Performance Study: Piano 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP381 Performance Study: Organ 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None 193 Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS MUS101 Materials of Music I 2 Semester Credits Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test) Core Curriculum Component: Fine Arts Prerequisite(s): None MUS102 Materials of Music II 2 Semester Credits Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I) MUS105 The Music Business 4 Semester Credits An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other topics include the record industry, agents, and managers. Musical genres and historical periods are compared and analyzed. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None 194 MUS111 Aural Skills I 2 Semester Credits In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch relationships. Core Curriculum Component: Fine Arts Prerequisite(s): MUS101(Materials of Music I) MUS112 Aural Skills II 2 Semester Credits Development of listening and reading skills to parallel progress in MUS 102. Core Curriculum Component: None Prerequisite(s): MUS111(Aural Skills I) MUS130 Introduction to Music in the Fine Arts 4 Semester Credits E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I) MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano) 195 MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 4 Semester Credits Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS201 Materials of Music III 2 Semester Credits Continuation of MUS 102 with chromatic harmony and modulation. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II) MUS202 Form and Analysis 2 Semester Credits Musical structures of common practice period and introduction to 20th-century practice. Core Curriculum Component: None Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III) MUS211 Aural Skills III 2 Semester Credits Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. Core Curriculum Component: None 196 Prerequisite(s): MUS112(Aural Skills II) MUS212 Aural Skills IV 2 Semester Credits Further development of listening skills to parallel progress in MUS 202. Core Curriculum Component: None Prerequisite(s): MUS211(Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale), MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I) MUS231 History and Literature of Music I 4 Semester Credits An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS232 History and Literature of Music II 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS235 197 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano) MUS238 Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS245 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): 1 of BUS105(MUSIC Marketing Promotion Publish Recording), MUS105(The Music Business) 198 MUS251 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS252 Italian Diction 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS253 German Diction 1 Semester Credits Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS254 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None 199 MUS272 Human Identity through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS274 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None MUS275 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 200 MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV) MUS312 Composition II 2 Semester Credits This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits 201 This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS340 Music Therapy Techniques and Materials I 2 Semester Credits This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading. Core Curriculum Component: None Prerequisite(s): None MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) 202 MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Techniques and Materials II 2 Semester Credits This experiential course introduces improvisation and uses the skills acquired in Music Therapy Techniques and Materials I. Core Curriculum Component: None Prerequisite(s): None MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 203 Junior Recital 0 Semester Credits One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None Prerequisite(s): None MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Core Curriculum Component: None Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*, SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 204 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS375 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS392 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS432 Church Music and Worship 4 Semester Credits Development and influence of church music as evidenced in contemporary worship practices. Designed for the general as well as the music and theology student. Core Curriculum Component: None Prerequisite(s): None MUS435 Voice Repertoire 205 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS456 Piano Pedagogy 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience 206 Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS475 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS480 Music Therapy Senior Seminar 4 Semester Credits Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): None MUS481 Music Therapy Clinical Internship 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS496 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits 207 Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 2 of MUS550(Music Psychotherapy) *concurrent registration is acceptable*, MUS560(Music and Imagery) *concurrent registration is acceptable*; MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required* MUS515 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None 208 MUS540 Music Therapy Research I 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. Core Curriculum Component: None Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS560 Music and Imagery 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None MUS570 Music, Neurology, and Physiology 2 Semester Credits 209 This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): None NAS NAS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NAS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NAS351 The Modern Nordic Novel 4 Semester Credits Lectures illustrate the development of the Nordic novel. Class discussion is based on reading selected works in translation from all five Nordic countries. Norwegian majors will be required to do appropriate readings and written work in Norwegian. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NAS352 The Modern Nordic Drama 4 Semester Credits Readings include dramatic works by Ibsen, Strindberg, and selected 20th-century dramatists. Lectures provide a context for understanding the development of Nordic drama. Norwegian majors will do appropriate readings and written work in Norwegian. Core Curriculum Component: None Prerequisite(s): None NAS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 210 Prerequisite(s): None NAS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR NOR111 Beginning Norwegian I 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 1 Prerequisite(s): None NOR112 Beginning Norwegian II 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I) NOR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR211 Intermediate Norwegian I 4 Semester Credits Continued acquisition and refinement of communication skills (speaking, listening, reading, writing). Emphasis is on social or cultural contexts and integrated vocabulary clusters. Selected readings in Norwegian are used as a basis for class activities and writing exercises. Includes grammar review. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR112(Beginning Norwegian II) NOR295 Topics 4 Semester Credits 211 Core Curriculum Component: None Prerequisite(s): None NOR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR311 Norwegian Conversation and Composition 4 Semester Credits Practice in spoken and written Norwegian with emphasis on communicative contexts and integrated vocabulary. Readings in history, social science, and literature form a basis for class activities and frequent writing practice. Core Curriculum Component: None Prerequisite(s): NOR211(Intermediate Norwegian I) NOR331 Norwegian Civilization and Culture 4 Semester Credits A two-tiered approach allows students to place contemporary cultural developments, such as Norway’s changing role in the global community, into a historical context. Readings in history are supplemented by lectures, newspaper articles, and video tapes. In Norwegian. Core Curriculum Component: Humanities Prerequisite(s): NOR311(Norwegian Conversation and Composition) NOR353 Survey of Norwegian Literature 4 Semester Credits Selected readings in contemporary Norwegian literature provide a basis for the study of major works from earlier periods, including several in Nynorsk. Readings, lectures, discussion, journals, essays, and oral reports in Norwegian. Core Curriculum Component: Humanities Prerequisite(s): NOR311(Norwegian Conversation and Composition) NOR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None NOR411 Advanced Norwegian Conversation and Composition 4 Semester Credits 212 Extensive practice in spoken and written Norwegian, based on literary and cultural readings. Students serve as peertutors for those registered in NOR 311. Readings, journals, discussion, role-playing, and written and oral reports in Norwegian. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); NOR311(Norwegian Conversation and Composition) NOR495 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None NOR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits 213 An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. Core Curriculum Component: Augsburg Experience Prerequisite(s): CONSENT(Consent of Instructor), NUR410(Community Health Nursing I) NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 214 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits 215 This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P Practicum: Theoretical Foundations for Advanced Nursing Practice 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 216 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P1 Practicum: Research Methods in Nursing 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None 217 Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): None NUR525P Practicum: Graduate Field Project 2 Semester Credits This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theory based care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P Practicum: The Power of Ritual and Ceremony for Healing and Transformation 218 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P Practicum: Politics of Health Care 1 Semester Credits 219 This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in 220 consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. 221 Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Dia de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None 222 Prerequisite(s): None NUR762 Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Métis) & Evidence: Dialectic Between Knowledge & Engagement 3 Semester Credits This course provides a foundation for building the scholarship of advanced practice in transcultural and public health nursing. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based on context specific (emic) positions and for rigor in empirical procedures based in context-free (etic) perspectives Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding 223 abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing 224 practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR841 Final Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None 225 Prerequisite(s): None NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None 226 OJB OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 Prerequisite(s): OJB111(Beginning Ojibwe I) PA PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health 227 care, and complementary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 228 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and complete a field-based orientation to surgical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA534 Clinical Medicine IV 4 Semester Credits This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in primary care and other issues unique to these populations are explored. Students will be introduced to topics in emergency medicine and complete a service-learning experience with an older adult from the community. Core Curriculum Component: None Prerequisite(s): PA533(Clinical Medicine III) PA542 Professional Issues 2 Semester Credits A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Core Curriculum Component: None Prerequisite(s): None PA545 Clinical Phase Transition 4 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and 229 activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA555 Research Tools for the Physician Assistant 2 Semester Credits This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA570 Interdisciplinary Perspectives on Aging 3 Semester Credits This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Core Curriculum Component: None Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 4 Semester Credits 230 A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA602 General Surgery Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None 231 Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 4 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA608 Elective Clinical Practicum II 3 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits 232 The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA622 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None Prerequisite(s): None PA998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA999 233 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI180 234 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. 235 Core Curriculum Component: Humanities Prerequisite(s): None PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits 236 Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-the world and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5 hour lab included) Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Science), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 237 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) PHY116 Introduction to Physics 4 Semester Credits An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 238 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY121(General Physics I) PHY122L General Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None 239 Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): PHY122(General Physics II) PHY245L Modern Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required* PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) PHY261L Electronics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY261(Electronics) *concurrent registration is required* PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 240 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY317(Biophysics) *concurrent registration is required* PHY320 Introduction to Space Science 4 Semester Credits A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required* PHY351 Mechanics I 4 Semester Credits 241 Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY352 Mechanics II 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I) PHY362 Electromagnetic Fields I 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY363 Electromagnetic Fields II 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I) PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) 242 PHY396 Comprehensive Laboratory II 2 Semester Credits A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computercontrolled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PHY122(General Physics II), PHY395(Comprehensive Laboratory I) PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY420 Plasma Physics 4 Semester Credits Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I) PHY430 Introduction to Solid State Physics 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY486 243 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Metropolitan Complex 4 Semester Credits Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None POL158 Introduction to Political Science 4 Semester Credits 244 An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL299 245 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy-A Nicaraguan Case Study 4 Semester Credits Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and community groups working on alternative development policies. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits 246 Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for news making, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None 247 Prerequisite(s): None POL357 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL359 Topics: Women in Comparative Politics 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and 248 River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy ), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in constitutional law. Content will vary, defined by the subtitle of the course. Core Curriculum Component: None Prerequisite(s): POL170(Law in the United States) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist 249 Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), 250 POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identity), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) POL484 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico), POL359(Women Gender and Social Change/LatinAm), POL363(Russian and Chinese Foreign Policy), POL368(Model United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: 251 American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY PSY105 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits 252 Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY215 Research Methods and Statistics I 4 Semester Credits Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) 253 PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Abnormal Psychology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits 254 Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) 255 PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and 256 validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY373 Industrial/Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling Psychology 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY390 Topics 4 Semester Credits Core Curriculum Component: None 257 Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. Core Curriculum Component: None 258 Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) REL REL100 Christian Vocation and the Search for Meaning I 4 Semester Credits 259 This introductory course examines how people of faith—Jewish, Christian, and Muslim—understand their faith and live out their spiritual commitments. In particular, it explores some of the biblical and theological resources that the Christian tradition, seen through the lens of vocation, brings to the search for meaning. Not accepted for credit for students who have taken REL 300 or 331. REL 100 or 300 is a prerequisite for all religion and youth and family ministry courses. Core Curriculum Component: None Prerequisite(s): None REL199 Internship 4 Semester Credits Limited to special cases. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL200 Christian Vocation and the Search for Meaning II 4 Semester Credits This course focuses on articulating students’ own theological questions and positions and on recognizing and evaluating religious claims in the areas of biblical interpretation and the historical, cultural, and global contexts of Christianity and other world religions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) REL205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL210 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None 260 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL220 Religion and Science in Popular Culture 4 Semester Credits This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL260 Self, Sex & Sin: Human Person in Christian & Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and Vocation) REL280 Religion and the Rise of Science 4 Semester Credits This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Prerequisite: REL 100. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None REL299 Directed Study 4 Semester Credits 261 Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL300 Bible, Christian Theology and Vocation 4 Semester Credits This foundational course for advanced transfer students explores the Bible, Christian tradition, and vocation. Students will articulate their own theological questions and positions and begin to recognize and evaluate religious claims in a world of many religions. Open only to advanced transfer students. Not accepted for credit for students who have taken REL 100, 111, 221, or 331. Core Curriculum Component: None Prerequisite(s): 1 of ADVTRANSFER(Advanced Transfer), REL300PERMIT(Permitted to take REL300) REL301 Interpreting the Old Testament 4 Semester Credits An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL302 Interpreting the New Testament 4 Semester Credits Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL306 Non-Western Christianity 4 Semester Credits A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 262 REL309 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. (Taught only in Mexico) Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL343 Theology of Marriage and Family 4 Semester Credits An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL345 The Lutheran Heritage 263 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL346 The Church and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL347 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL353 Finding Your Religion/Spirituality 4 Semester Credits A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL356 World Religions 4 Semester Credits 264 An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL357 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL362 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL363 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II 265 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL378 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL385 Process Theology and Christian Faith 4 Semester Credits Explore a cosmological theology that agrees with contemporary science (physics and biology), Buddhist perspectives on the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL386 Speaking of Genesis 4 Semester Credits An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. Core Curriculum Component: Search for Meaning II 266 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL390 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL406 Christensen Scholar Seminar II 2 Semester Credits 267 This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: None Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL425 Christian Spiritual Practices 4 Semester Credits A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL441 Feminism and Christianity 4 Semester Credits Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Core Curriculum Component: Search for Meaning II 268 Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL471 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL472 Paul the Apostle 4 Semester Credits A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL475 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that discipline.) Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 269 REL481 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL483 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL490 Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL495 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion) REL498 Independent Study/Research 2 Semester Credits 270 For religion majors only. Core Curriculum Component: None Prerequisite(s): None REL499 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) SCI SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) 271 Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI123 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI490 Integrated Science 272 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None SOC SOC111 City and Community: Intro to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Human Society 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC199 Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None 273 SOC240 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Sexualities 4 Semester Credits What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None 274 Prerequisite(s): None SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC349 Sociology of Organizations 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society) 275 SOC362 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC380 Disaster and Resilience 4 Semester Credits Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None 276 Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society) SOC381 City and Regional Planning 4 Semester Credits Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society), SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): None SOC390 Social Problems Analysis 4 Semester Credits How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 Sociological Theory 277 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society) SPA SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 278 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA206 Spanish for Health Care Professionals 4 Semester Credits Taught in Cuernavaca, Mexico. Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA220 Business Spanish 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 279 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 Spanish for Heritage Speakers I 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Films in Spanish with English subtitles; language of instruction is English. Core Curriculum Component: None Prerequisite(s): None SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits 280 Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. 281 Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA334 Contemporary Mexican Literature 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA352 Survey of Spanish Literature I 4 Semester Credits 282 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) SPA357 Central American Literature 4 Semester Credits This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPALANG(Spanish Language Placement) SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 283 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SPA311(Spanish Conversation and Composition) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE SPE315 Emotional and Behavioral Disabilities 1.5 Semester Credits The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. 284 Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits 285 This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE434 Teaching Content Area w/Learning Disabilities 3 Semester Credits This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problem solving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of SPE400(TCHNG Emotional/Behavioral Disabilities), SPE500(TCHNG Emotional/Behavioral Disabilities) SPE481 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE483 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE485 Student Teaching: Secondary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE487 Student Teaching: Secondary Special Education 286 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE501 Historical and Contemporary Issues in American Indian Education 4 Semester Credits This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE502 American Indians and Special Education 4 Semester Credits This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 287 SPE503 Assessment of American Indian Learners 4 Semester Credits This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE504 Working with American Indian Families and Communities 4 Semester Credits This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE505 Manifestation of Multigenerational Trauma and Internalized Oppression 4 Semester Credits This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE506 Indigenous Learners 4 Semester Credits This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE507 288 Indigenous Methods of Instruction: Practical Application 4 Semester Credits Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE508 Professional Issues and Development 2 Semester Credits This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE509 Literacy Instruction for American Indian Learners with Exceptionalities 4 Semester Credits This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from 289 culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits 290 This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP202 Study Abroad/Part Time 8 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK SWK100 Introduction to Professional Social Work 4 Semester Credits This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course 291 examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationship between environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK230 Global Peace and Social Development 4 Semester Credits This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None SWK240 Intergroup Dialogue 4 Semester Credits In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and narratives from historical, psychological and sociological sources. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 292 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. 293 Core Curriculum Component: None Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 4 Semester Credits Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 294 SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 295 SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits 296 This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 4 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom content297 particularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 2 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research Core Curriculum Component: None Prerequisite(s): None SWK536 Human Behavior and the Macro Social Environment 3 Semester Credits This course builds on HBSE, moving from the individual life span focus to emphasizing the impact of the environment in all relationships, stressing the link between social issues and individual problems plus defining the common human condition. A specific focus of the course is on the role of organizations in social work practice. Core Curriculum Component: None Prerequisite(s): None SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the 298 students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK628 MCCP with Individuals 4 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. 299 Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 MCCP Policy Practice 3 Semester Credits In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. Core Curriculum Component: None Prerequisite(s): None SWK631 MCCP with Groups 4 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 300 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 3 Semester Credits 301 The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK657 Diversity and Inequality 1: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK658 Diversity and Inequality 2: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK660 Research 2: Program Evaluation 4 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits 302 This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK670 Multicultural Macro Practice Policy 4 Semester Credits This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Core Curriculum Component: None Prerequisite(s): None SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. Core Curriculum Component: None 303 Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None Prerequisite(s): None SWK998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None THP THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 304 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 305 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP124 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 306 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP134 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None 307 Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR THR002 Introduction to Dance 0 Semester Credits This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. Core Curriculum Component: None Prerequisite(s): None THR005 308 Modern Dance and Improvisation 0 Semester Credits Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) Core Curriculum Component: None Prerequisite(s): None THR116 Creative Drama: Acting and Improvisation 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 309 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None 310 THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Asian and Asian American Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts 311 Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: Fine Arts Prerequisite(s): None THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: Fine Arts Prerequisite(s): None THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: None Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 312 Playwriting I 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR328 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): None THR350 Voice for Speech, Stage and Screen 4 Semester Credits A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR361 Theater History and Criticism I 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the classical Greek through the French Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater productions are required. Need not be taken sequentially with THR 362. (Fall, even years) Core Curriculum Component: None 313 Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater History and Criticism II 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary performance. Reading a range of texts (including plays), writing a research paper, and attending local theater productions are required. Need not be taken sequentially with THR 361. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism II) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR362(Theater History and Criticism II) THR397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience 314 Prerequisite(s): None THR425 New Methodologies of Stage Direction and Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR366(Stage Direction) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB395 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB399 315 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WST WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Foundations in Women's Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits 316 Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. 317 Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggles and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 Cultural Conflict and Change in Latin America 4 Semester Credits 318 An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness— economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None WST366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 319 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: None Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None 320 Prerequisite(s): None YFM YFM205 Exploring Topics in Youth and Family Ministry 2 Semester Credits Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and religion, communications, media, music and ministry, and ministry with youth on the margins. Core Curriculum Component: None Prerequisite(s): None YFM208 Vocational Formation I 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM209 Vocational Formation II 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. Core Curriculum Component: None Prerequisite(s): YFM208(Vocational Formation I) YFM232 Peer Ministry: Principles and Leadership 4 Semester Credits Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 321 YFM235 Foundations for Ministry with Youth and Families 4 Semester Credits An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. Students will be required to complete service learning with youth in a Christian ministry setting. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) YFM299 Directed Study * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM305 Ministry Practices 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families) YFM316 Church and Culture in Context 4 Semester Credits A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM358 Life and Work of the Church 4 Semester Credits This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central 322 element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); YFM235(Foundations for Ministry with Youth and Families) YFM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM399 Internship 4 Semester Credits The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor) YFM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 323
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Title: Augsburg College Undergraduate Catalog, 2015-2016
Collection: Course Catalogs
Search Result: 2015-2016 UNDERGRADUATE CATALOG Augsburg College Undergraduate Catalog 2015-2016 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and stud...
Show more 2015-2016 UNDERGRADUATE CATALOG Augsburg College Undergraduate Catalog 2015-2016 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2015 - Summer Semester 2016. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2015 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, Ph.D. President 2 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become effective, informed, and ethical citizens. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society. At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended campuses for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway— Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 140 years. 3 Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester campus was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. 4 Campus Location Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed:    An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor. Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to www.augsburg.edu/grad. Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, MN. Centers of Commitment The four Centers of Commitment articulate core values that inform the institutional mission of Augsburg College both internally and externally: each Center provides a bridge between curriculum and community; each works to realize the College's Strategic intention to "educate for lives of meaning and purpose" as well as to ensure the College is "at the table" with community partners in relationships of mutual benefit that enhance the College's distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-based Day Program Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). The program provides an educational opportunity for students who want to earn a bachelor’s degree in a traditional weekday format. This five-college consortium allows Day Program students to take courses on other campuses without additional charge while a fulltime student at Augsburg. The ACTC consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. Adult Undergraduate Programs Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one of the largest programs of its type among Minnesota private colleges. In Fall 2014, the WEC program began a three year transition into the Adult Undergraduate Program (AU). Current students may continue in the WEC program until spring semester 2017. New students began joining the AU program in Fall 2014. 6 Program Transition Timeline WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term, the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out of class coursework. Adult Undergraduate Schedule The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the semester are labeled “Maroon,” and “Silver”. Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of the major program may be scheduled on Monday or Wednesday weeknights. AU students may take from one to four courses each semester. Minneapolis Campus Adult Undergraduate Program Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two years. Augsburg also offers several additional majors that are available through evening, in-class courses, such as American Indian studies, computer science, English/creative writing, and others in the Day Program. For a complete list of degree completion programs offered in the AU Program visit www.augsburg.edu/pro/majors. Rochester Campus Adult Undergraduate Program Augsburg’s branch campus in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. The Rochester campus classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester class are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening courses. Students at the Rochester campus are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the 8 Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg College is accredited by:      The Higher Learning Commission of the North Central Association of Colleges and Schools. National Council for the Accreditation of Teacher Education Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor’s and Master’s degrees) Council on Social Work Education (CSWE) (bachelor’s and master’s degrees) Augsburg’s programs are approved by:     American Chemical Society Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music (NASM) Augsburg College is an institutional member of:                     American Association of Colleges and Universities (AACU) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education. Registration is not an endorsement of the institution. Registration does not mean that credits earned at the institution can be transferred to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. 10 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents on January, 2012) For further information, please contact the College’s Title IX Officer: Lisa Stock| Director of Human Resources| Memorial Hall 19| 612-330-1783| stockl@augsburg.edu Additionally, the College has three Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Tammy McBroom| Human Resources Memorial Hall, Room 19| 612-330-1216| mcbroom@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Assistant Athletic Director Si Melby Hall, Room 205F| 612-330-1245| diercks@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to 11 school officials who have legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following:               The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 12 Annual Security Report The Annual Security Report (ASR) for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the AMail. Day College students will also receive notices through the student campus mail system (student campus box) and should check their campus mailbox regularly. 13 Undergraduate Admissions Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit the Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 am and 4:30 pm—612-3301001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday during the school year. The Admissions Office is located on the lower level of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures First-year Day Program Students: Application for Admission  Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/firstyear or www.commonapp.org. Transcripts  An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores  First-year applicants are required to submit results from a college entrance examination unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from the SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations  One letter of academic recommendation is required for all students. A letter may be submitted by a teacher, counselor, or pastor (spiritual leader). Essay  First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by Augsburg faculty/staff/students. Additional Information  If there is additional information that may have affected the applicant’s previous academic performance, it may be included as a personal statement with the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. Notification of Admissions Decision 14  Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission  Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in College housing must also submit a $200 nonrefundable housing deposit along with the housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Day Program Transfers and Adult Undergraduate (AU) Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who are applying to the AU program should have attempted a minimum of 30 semester credit hours, including courses in foundation areas (writing, etc.) Application for Admission  Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/transfer or www.commonapp.org. Transcripts  Official transcripts from all previous postsecondary institutions must be sent directly to the Admissions Office. Applicants with less than one year of previous transferable college work should also have their official high school transcript sent. The GED test certificate may be presented instead of the high school transcript. Recommendations  One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or pastor (spiritual leader). Additional Information  If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision  Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Readmission Day students who have not registered for courses at Augsburg College for one semester or more, and AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. To apply for readmission after withdrawing from the College, students must submit an Application for Readmission.  The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. 15     If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. All financial holds must be cleared before a student can be approved for readmission. If the student was academically dismissed, withdrew while on academic probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Non-Degree Students Individuals may take coursework at Augsburg College as a non-degree seeking students can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admissions Office. Contact the Admissions Office regarding which unofficial transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admissions Office. Second Degree Students Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Student Admissions International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the Student Life section.) International students should contact International Student and Scholar Services for an international student application and financial requirements. All applicants must provide proof of financial solvency. For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact International Student and Scholar Services at: Campus Box 307 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international coursework compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311 Fax: 212-966-6395 16 Financing Your Education College Costs for Undergraduate Studies The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-18 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day Fees (full-time enrollment): The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full Time Cost – Fall and Spring 2015-2016 Semester Year    $17,400.00 $332.25 $1,088 per credit $34,800.00 $664.50 $4,352 per 4 credits $1,088 per credit $182.25 per term $4,352 per 4 credits Tuition – Full-Time (12-18 credits per term) Fees – (12-18 credits per term) Overload Fee – (over 18 credits) Part Time Cost – Fall and Spring 2015-2016   Tuition –Part-Time (less than 12 credits) Fees – (less than 12 credits) Other Costs      Lifetime Activity Fee Audit Fee (taking a class for no credit) Music Lesson Fees ½ Hour Lesson 1 Hour Lesson $220.00 per course $1,000.00 per course $400.00 $800.00 Room and Board Costs:   Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates. Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans. Adult Undergraduate (AU), Weekend/Evening College (WEC), and Rochester (ROCH) Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate. 17 Tuition: Students are charged per credit. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees: The standard semester fees are the Student Activity Fee and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees.       Adult Undergraduate Weekend/Evening Activity Fee Campus Greening Fee Rochester Undergraduate Rochester Activity Fee $457.50 per credit $457.50 per credit $394.75 per credit $1,830.00 per 4.0 credits $1,830.00 per 4.0 credits $20.00 per term $5.00 per term $1,579 per 4.0 credits $50 per term Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Financial Aid All students who wish to be considered for financial assistance must establish financial aid eligibility on an annual basis. This includes completing the application process as outlined below and making satisfactory academic progress. In order to maintain eligibility in financial aid programs, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the College catalog and as published on the Academic Progress Standards for Financial Aid Recipients webpage, www.augsburg.edu/studentfinancial/sap-policy. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). 18 Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships and transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need any additional information about any of these programs. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans    Federal Perkins Student Loan o A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan o Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) o PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee.  Federal College Work Study Program and Minnesota State Work Study Program o Under these programs, the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. 19 Satisfactory Academic Progress Policy Federal regulations require that all higher education institutions establish and implement a policy to measure whether students [1] receiving financial aid [2] are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Standards of Satisfactory Academic Progress 1) Minimum GPA Requirements Undergraduate Students must maintain a minimum 2.0 cumulative GPA based on the entire academic record. 2) Minimum Credits Completed Undergraduate Students must earn a cumulative 67% of the credits attempted based on the entire academic record. A completed credit has a grade of 4.0 – 0.5 or P. Credits earned and completed will include accepted cumulative transfer credits as defined by the Registrar’s Office. Unsatisfactory grades “W (Withdrawn),” “I (Incomplete),” “F (Zero),” and “N (Not Passing)” are counted towards the cumulative attempted credits. Repeat courses and remedial courses are not counted towards the cumulative attempted credits. 3) Maximum Time Frame To demonstrate academic progress, undergraduate students must complete their degree objective within 150% of the length of the program. In the CORE Curriculum, a student needs a minimum of 32 credits to graduate with a bachelor’s degree. For those under the CORE Curriculum, they may not exceed attempting 49 credits. For students under the Perspectives and Skills Curriculum, a student cannot exceed attempting 52 credits. A student who reaches the 150% maximum time frame to complete their degree due to a change in major will need to notify the Student Financial Services Office in order to continue to receive financial aid. Monitoring and Evaluating Progress In order to ensure SAP standards are being met, the Office of Student Financial Services will evaluate and monitor the students’ academic achievement at the end of each term. After the student’s record is evaluated and the Student Financial Services Office determined the student to be unsatisfactory, the student will be placed on Financial Aid Warning or Financial Aid Suspension. Students will be notified through their Augsburg email if they fail to meet SAP standards. Financial Aid Warning A student who fails to meet SAP standards will be placed on Financial Aid Warning for the following term of enrollment. Students placed on Financial Aid Warning will still be eligible to receive financial aid if they submit an academic plan. Financial Aid Warning will last for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Warning will conclude. Students currently on Financial Aid Warning who do not meet the standards at the end of the term will be placed on Financial Aid Suspension. Financial Aid Suspension A student who fails to meet either the minimum GPA requirement and/or minimum credits attempted while on Financial Aid Warning will be placed on Financial Aid Suspension. A student on Financial Aid Suspension is ineligible to receive any form of financial aid. A student on Financial Aid Suspension may submit an appeal to reinstate their financial aid. Financial Aid Suspension will conclude when the student meets SAP standards, or successfully appeals. Financial Aid will be suspended when a student placed on Financial Aid Suspension does not meet SAP standards. Because grades may not be available before the beginning of the next scheduled term, it is possible that financial aid 20 may be disbursed to a student before the review can be conducted. In the event that a student is found to be ineligible for the financial aid that has been disbursed due to a failure to meet one of the Standards, the aid that was disbursed will be canceled, and returned to the appropriate program(s). Right to Appeal Students who have had their financial aid suspended may submit the SAP Appeal Form to the Student Financial Services Office. The appeal must be submitted within 7 days of notification of unsatisfactory status or by the due date given on the appeal letter. The SAP Appeal Form must be completely filled out, along with any additional documents required by the Committee. The appeal should state reasons why the student failed to meet SAP standards, and what changed for the student that will allow the student to demonstrate progress towards meeting SAP standards. The appeal will be decided by the SAP Committee. All decisions made by the Committee are final. If a student’s appeal is approved they will be placed on Financial Aid Probation. If a student’s appeal is denied they will remain on Financial Aid Suspension and will remain ineligible for financial aid. Financial Aid Probation A student who has been placed on Financial Aid Suspension and successfully appeals SAP will be place on Financial Aid Probation. A student on Financial Aid Probation will be eligible to receive financial aid. Financial Aid Probation will last for one term. If at the end of the term, the students meets SAP standards, the Financial Aid Probation will conclude. Students currently on Financial Aid Probation who do not meet the standards at the end of the term will be placed on Financial Aid Suspension. Student Account Financial Disclosure Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg College may require someone to co-sign on the students’ obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third 21 parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Tuition Refund Policy Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class”. Financial aid will not be adjusted for classes added after this date. 22 Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid - Return of Aid Policy Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, be an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Student are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Policy Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized (You can verify your financial aid status online through Track Your Financial Aid) and applied to a student’s account (Check your Transaction History online to verify all of your financial aid has been applied to your account and nothing is left pending) before the credit refund can be issued. Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates, less than 3.0 credit for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Policy Students who are registered for the upcoming term will be allowed to charge up to $600 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut off dates; plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds are issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. 23 Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $600 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information LOSS OF FINANCIAL AID ELIGIBILITY DUE TO A DRUG OFFENSE A student, who is convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid, is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco. A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs: First offense: one year from the date of conviction. Second offense: two years from the date of the second conviction. Third offense: indefinitely from the date of the third conviction. For the sale of illegal drugs: First offense: two years from the date of conviction. Second offense: indefinitely from the date of the second conviction. A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria:  The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. 24    The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations 25 Residence Life Program Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items:   Housing deposit Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Housing Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves Everyone), Hip Hop House, Environmental Neighborhood, and Honors. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. 26 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a meal to go program for those on a tight schedule. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. Students on a meal plan have the option of using one meal exchange every week to supplement the Commons. 27 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add dimension to their education. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of four program areas: 1. Campus Activities CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg and surrounding community. 2. Student and Group Leadership Development Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering first-year students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development. 28 3. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; and get a taste of life on campus. Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg College. 4. Student Organizations CAO manages student organizations on campus and provides them access to many benefits, including but not limited to: organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences, advising, funding and grants, and much more. Campus Ministry As a college of the church, we are concerned about spiritual as well as academic and social growth. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, and interfaith initiatives are examples of the wide varieties of activities on campus. At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a college of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The college pastors and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Community Engagement The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to:    Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that graduates are architects of change and pioneers in work of public significance. Foster connections with local community based organizations and position Augsburg as an anchor institution in the Twin Cities. Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible contributions to the common good, not simply to private benefit. Bonner Leaders Program In Fall of 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program, students develop deep community relationships and engage in long-term policy advocacy throughout their time at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and 29 experience in community and public work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on campus. Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the College’s culture of community and civic engagement. Campus Kitchen The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement:     Food to Share o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students in need can also find free food at our food shelf on campus, the Campus Cupboard. Food to Grow o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100 garden plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. Food to Buy o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become members of and get a large box of produce each week. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and weekly on campus. Common Table The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community capacity to make change by connecting and equipping leaders.       Connecting campus community with neighborhood community. Connecting students to local communities, professionals, and movements. Connecting community members across boundaries at an intersection. Equipping young people with the mentorship and connections to pursue their goals. Equipping community members with the tools and experience of public work and organizing. Equipping leaders with an equity analysis for equitable leadership. We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg College, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities. Jane Addams School for Democracy The Jane Addams School for Democracy brings immigrant families, college students and other community members together to do public work and learning. It is a community-based initiative inspired by the vision of democracy, productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull House in Chicago in 1889. 30 Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work together across language, culture, gender and age differences to address issues that impact their daily lives. Public Achievement The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school setting, young people form teams to take action on a public problem that is important to them (for example, driving out gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to develop an action plan. Through practice and reflection, the team members develop public skills and confidence. Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring programs, and literacy centers. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Arts Program and have the opportunity to attend a series of oncampus workshops with visiting arts professionals. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Lockers are also available in this area for student organization use. Student Government The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. 31 Student Resources/Academic and Support Services Library and Information Technology Services The James G. Lindell Family Library opened in 1997. The four-level, 73,000-square-foot facility houses the library and information technology functions of the College as well as the Gage Center for Student Success. In addition to its large collection of print volumes, e-books, and e-journals, Lindell Library includes special collections and archives, a curriculum library, a computer lab and student computing help desk, a library instruction classroom, and facilities for media viewing and listening. Skyways link the library to Oren Gateway Center and Sverdrup Hall. Learning Commons Within Lindell Library, a Learning Commons provides assistance in research and the use of technology as well as spaces for collaborative learning. Library Resources Students can search a wide variety of local, regional, national, and international databases. They have access to 120 databases, 27,000 e-journals, 52,445 e-books, and 177,000 print volumes within Lindell Library and, through a daily courier service, access to the library holdings of six other private liberal arts colleges in the Twin Cities. In addition, Lindell Library has a large collection of media resources. A service-oriented staff provides students and faculty with research assistance and instruction in the use of information resources. Arrangements are made for access by students with physical limitation and special needs. Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 45 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their college years. 32 We help students and alumni:          Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships    Internships for Academic Credit o An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and evaluates the reflection process. Work Connections (Available to WEC and AU students only) o Work Connections is a non-credit option available to WEC/AU students who are currently working full or part-time. The Work Connections option allows WEC/AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. WEC/AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Staff of Career and Internship Services supervises and evaluates the Work Connections reflection process. 33 Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units: Academic Advising The Deidre Middleton Office of Academic Advising works in support of faculty advisors to guide students in identifying academic interests and satisfying the curricular requirements of the college. Our office assists new Day and Adult Undergraduate (AU) students with initial course selection and registration, and provides orientation to the academic policies, procedures, and resources at the College. In addition, Academic Advising administers assessment tests, interprets graduation requirements, provides degree planning resources, and answers academic progress questions. All incoming students are assigned a faculty and staff advisor. Staff advisors work closely with students to ensure their understanding of available resources and support. As students become more familiar with the College, they spend more time meeting with their faculty advisor and developing the faculty-student mentoring relationship. Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become self-directed learners. Comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students:     Tutoring/Supplemental Instruction Services o ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. Conditional Admit Program (CAP) o Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Probation Advising o Students placed, continued, or returned to academic probation are required to meet with an approved academic advocate. A registration hold is placed on the student's record, which will prevent registration, until the student completes the probation requirements. Students who do not fulfill the necessary requirements of their probationary status will be continued on probation and/or dismissed. For more information on probation requirements, go to the Academic Skills Office website at http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Augsburg Advantage at St. Kate’s (AASK) o Based on their application for admission to Augsburg, the Augsburg College Admissions Committee selects students for the AASK program--a collaborative effort between St. Catherine University (St. Kate’s) and Augsburg. The program assists students with the transition from high school to college with specific courses 34 o o o and supportive programming. The program provides participants with the opportunity to complete similar coursework that first-year students complete at Augsburg on an even smaller campus with more faculty support. Students attend courses on the Minneapolis campus of St. Catherine University and have access to both campuses for support, resources, and activities. Upon successful completion of the first year (student must complete a minimum of 28 semester credits), students are guaranteed sophomore status and will have fulfilled many of the first-year Augsburg requirements. To complete the program, in order to “transition,” students are required to:  Complete all required courses (30 semester credits) including Foundations of Wellness (at Augsburg) with a minimum 3.0 GPA and no course grade below 2.0 or P.  Satisfactory completion of all Critical Competencies at St. Kate’s  Attend all seminars and transition events at Augsburg and St. Kate’s  Complete transition application and recommendation process with advisor at St. Kate’s by March 15.  Complete the Summer Transition Program (one course and all programming) in the second summer semester at Augsburg after completing the first year at St Kate’s. A second year program, which would allow students to earn an Associate of Arts degree from St. Catherine’s University, may be an option for students who are unable to transition after their first year in the AASK program. Students should contact SCU and Augsburg advisors if interested in this option. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, and other cognitive disabilities, and for students with physical disabilities such as TBI, chronic illness, mobility impairments, and vision, hearing, or speech impairments, and temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Typically, meetings are held weekly and discussions may include:      Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty, staff, or administration to support each student as they work toward success. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of an institution’s courses or programs. CLASS services are made possible in part through endowment support provided by the Gage family and the Groves Foundation. For further information, call 612-330-1053. 35 TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their program advisor to address academic success issues through:                 Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring Weekly adjustment-to-college meetings for first-year students Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Social and cultural activities and student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admissions is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg College; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major 36 component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in:         A motivated, diverse, and supportive learning community; Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ original research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected at the national level. Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research  Summer Research Program o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend.  Academic year research o $1,200 to pursue scholarship with a faculty mentor  Off-campus Summer Research Opportunities o URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the:            Fulbright US Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($5,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) 37 Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for:    Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) Off-campus summer research experiences for undergraduates (US and abroad) GRE Exam Preparation Other Initiatives  Fund student travel to national academic conferences to present research findings  Mayo Innovation Scholars Program  Collaborative research between select Minnesota private colleges, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property  Zyzzogeton  Annual on-campus festival showcasing undergraduate research and creative activity  Courtland Agre Annual Summer Research Symposium  Annual research seminar for students in STEM disciplines, hosted in conjunction with Nobel laureate chemist and Augsburg alumnus, Peter Agre, and St. Olaf College Bernhard Christensen Center for Vocation Augsburg College has a deep and long-standing commitment to the theological concept of vocation—the idea that all people can use their individual gifts to serve God’s purposes in the world and that each person’s contribution is uniquely valuable. In the spring of 2002, with the generous support of the Lilly Endowment, Augsburg created a program called Exploring Our Gifts that was designed to help students, staff, and faculty explore the connections between faith, learning, service, and work. Over the years, the program has helped embed vocational themes into the curriculum and has sponsored a wide variety of short-term projects that offer rich opportunities for reflection on how to live with purpose and meaning. These ongoing projects include internships at nonprofit organizations, off-campus service projects, international seminars, vocation-themed chapel presentations, interfaith forums, vocation retreats, and scholarships for students interested in exploring service to the community, ministry, or church leadership. When Exploring Our Gifts ended in summer 2010, the College created a permanent center—the Bernhard Christensen Center for Vocation—that keeps vocation at the core of Augsburg’s vision. This center continues many of the earlier initiatives and carries on the work of promoting discovery of gifts and discernment of calling among the students, faculty, and staff at Augsburg as well as members of the larger community. For further information on how to participate in Augsburg’s vocation programming, visit www.augsburg.edu/ccv. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its values: recovery based on spirituality, 12-step mutual support groups, and other proven pathways to healthy recovery; personal responsibility, integrity, and living a balanced life; educational success; giving back through servant leadership; thriving in a community that is an alcohol- and drug-free environment; and developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community-building activities. Students have access to academic skills specialists and other support services on campus. Participation in StepUP offers students leadership opportunities within 38 the program, on campus, and in the greater Twin Cities community. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds students form while participating in the StepUP program last a lifetime. In order to qualify for the program students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP contract, and live in StepUP housing. Multicultural Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include:        Assisting students with the admission process and financial aid application Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Latin@ Student Services Mission The mission of Latin@ Student Services (LSS) is to provide services, programs and resources that empower Latin@ students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the advancement of the communities they are part of. Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and find pride in their self-identified identities, affinities, and culture. History Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the office of Hispano/Latino Student Services was re-branded in 2014 under the Latin@ Student Services (LSS) name in recognition of the changing demographics and needs of current Latin@ students at Augsburg College. During the 2014-15 academic year, LSS has served 177 self-identified Latin@ students who represent a diversity of identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious affiliation, class, and immigration statuses. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. 39 The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have:           A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Services Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, and Asexual (LGBTQIA) Student Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Students Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Queer Pride Alliance; Ally Trainings; the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender 40 and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Celebration, where the recipients of the LGBTQIA Student Leadership Awards and Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/lgbtqia. Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CWC also offers health promotion activities and events to increase student awareness of health issues and support students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and Counseling for more information on student health insurance plans. 41 Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. Examples of ISSS responsibilities include:          Recruiting international student applicants and guiding them through application and visa processing procedures Managing international student recruitment partnerships Marketing Augsburg College to the international community Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 42 Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Augsburg’s programs, including those of the Center for Global Education & Experience as well as individual departments, as well as HECUA provide study abroad and away opportunities for students in all majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have over 300 programs in nearly 90 countries, including the United States from which to choose in order to meet their curricular and personal needs. CGEE (formerly Augsburg Abroad and Center for Global Education) is the front door for students and faculty interested in study abroad, and provides advising on programs, finances, and academics. Services provided through CGEE:      Study Abroad and Away in the USA program selection advising Financial and academic advising Pre-departure and re-entry support, including career integration Program coordination for semester and short-term programs Faculty resources to globalize courses at home and abroad In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and depth of Global Education within the curriculum, in our campus life and to engage the community surrounding the campuses in the Twin Cities and Rochester, and across the United States. About a third of Augsburg undergraduate students enroll in off-campus study programs internationally and domestically before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, complete student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries including the United States. Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg faculty-led short-term, Augsburg in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students can choose from Augsburg Affiliated Programs. Study Abroad & Study Away in the USA Programs Augsburg in Central America, Mexico and Southern Africa The mission of the CGEE signature Augsburg in Central America, Mexico and Southern Africa Programs is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families. In the Southern Africa programs, students travel together on two-week seminars— Namibia to South Africa. Scholarships are available. 43 Augsburg in Central America Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, Nicaragua)—Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. All students will take the following four courses: one Spanish course, REL 366, HIS/WST 355, and POL 310. Augsburg in Mexico Crossing Borders: Gender and Social Change in Mesoamerica—Fall This program is an experientially-based and designed to introduce students to the important issues facing Mexico, USMexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Students may meet several AugCore and General Education requirements (Augsburg Experience, Fine Arts, Humanities, HPE, Keystone, Science, Search for Meaning II, Social Science and Modern Language) while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish and Gender, Sexuality, and Women’s Studies. Spanish courses range from beginning to advanced, including courses for bilingual students. International Business and Global Citizenship—Fall Today’s business leaders are increasingly well-served by a global perspective. Students gain international experience in Mexico, the business capital of Latin America and the United States’ third largest trading partner. Students improve Spanish language skills and understanding of Mexican culture in order to communicate with and serve the largest immigrant group in the US – a group that is rapidly increasing in economic influence. This program emphasizes success in business, while also encouraging a commitment to corporate responsibility, sustainability, and equality by exposing you to both the opportunities and challenges of international business. Students may take courses any of the following business courses in addition to any courses from the Crossing Borders (see listing) program: Accounting Theory & Practice, Global Business Management, International Business, International Marketing, Keystone, and Internship. Language and Culture in Mexico—Summer This community-based program includes multiple guest speakers, excursions to historical, cultural, and archeological sites, and group discussions designed to help you learn about the diverse cultures and current issues of Mexico. Weekend excursions include trips to Mexico City, Taxco, Puebla, and the Teotihuacan pyramids. Two seven-week sessions focus on Spanish language and Mexican culture in which students can take two courses per session, plus a non-credit Latin Dance course. Students may choose to participate in just one or both summer sessions for a total of eight or sixteen credits. It is possible to fulfill the language requirement by taking two intensive Spanish courses in one seven-week session. 44 Migration and Globalization: Engaging Our Communities—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Political Science, Religion, and Gender, Sexuality, and Women’s Studies. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Spanish courses range from beginning to advanced, including courses for bilingual students. Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Lifetime Activity course (Latin Dance) is also available for no credit. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester Augsburg in Southern Africa Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses are: HIS 327, POL 353, REL 346, ENV 100 and INS 312/POL 354. Internships are also available in eight different departments, and a Lifetime Activity course (Yoga) is also available for no credit. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in China, Finland, Germany, Greece, Hong Kong, Japan, Lebanon, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English with opportunity to student the host country language. Travel scholarships are available for these programs. For further information on these programs and scholarships visit the CGEE website. 45 Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks. Program offerings change annually. Scholarships are available for some programs. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester programs in Ecuador, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. For more information on international HECUA programs, see the Center for Global Education & Experience Programs and Urban Studies sections of the departmental pages of this catalog. Art for Social Change: Intersections of Art, Identity and Advocacy—Spring Using the vibrant arts scene of Minneapolis and St. Paul, this program immerses students in the study of artists and communities using art to inspire social change. A wide variety of creative practices are embraced as essential tools for civic engagement, participatory democracy, and direct action. Through lively dialogues in classroom seminars, field visits with the Twin Cities' most influential community-based artists, and a professional internship, Art for Social Change students explore how art and culture impact communities and how creative work (performance, writing, visual art, music, etc.) has the power to address pressing social issues and make them visible and real. The program uses current events and recent history to examine subjects like social and cultural identity, war, racial injustice, poverty, and ecological devastation. As a class, students grapple with questions like: What is the role and responsibility of the artist in response to these issues? How can art bring people together across difference? Can art save lives? What are the ethics behind community based-art? How do you use/introduce/infuse art in communities that are not your own? Is art a necessity or a luxury? Throughout the semester students meet with a wide variety of local artists, educators, and arts advocates, in addition to attending performances, films and installations that evoke deeper investigations into these questions Community Internships in Latin America (Ecuador)—Fall or Spring The Community Internships in Latin America program, based in Quito, Ecuador, offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, independent project, and a homestay for an intensive immersion into Latin American daily life and culture. Models of community participation, organization, development, and social change are compared and contrasted. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. Environmental Sustainability: Science, Public Policy, and Community Action—Fall The most pressing environmental challenges today are global in scale and require scientific, creative, and systems thinking to understand their root causes and forge more just and equitable solutions. This semester program based in the Twin Cities gives students the opportunity to learn the science behind key environmental issues such as ecosystem degradation and rehabilitation, explore the intersections between social and environmental justice, and participate in public policy and community–based strategies to achieve sustainability. Students explore the histories of land and labor and the present state of environmental justice with engagement with Native American communities and activists in Northern MN, and with communities of color working on urban environmental issues in the Twin Cities. Rather than simply outlining the vast challenges we face, this program gives students meaningful ways to translate what they are learning into hopeful practice and to find their place in a vibrant mosaic of local actors working to build more resilient and just communities and systems. Students intern at one of the many vibrant environmental organizations in the Twin Cities. 46 Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring In this Twin Cities-based semester program students actively delve into major challenges of our time: poverty, inequality and social change. The program pursues three major framing questions utilizing a number of relevant and contested theories to frame the discussion throughout the semester. What are some of the root causes of increasing levels of economic, political, social inequality and insecurity and how does this impact all social classes and groups in the United States? How are economic, political, and social inequality reproduced? How do we create more opportunity for all Americans squeezed by economic, political, and social inequality and what are some concrete social change tools for making these changes? To answer these questions the program looks at the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. Connecting these issues is at the core of the program. In professional internships, students work hands on to explore solutions in organizations committed to social transformation. Students have direct conversations and work with practitioners in government, the private sector, nonprofit social change organizations, academia, labor unions, schools, and other community institutions that in one way or another claim to be addressing some aspect of economic, political, and social inequality and poverty. New Zealand Culture and the Environment: A Shared Future—Fall Beginning with five weeks of travel across the North Island and ultimately based in Wellington, this program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. During the trip and in Wellington, students learn about the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to achieve sustainability, new agricultural practices, and many more economic and environmental topics. Students intern at a NGO in Wellington, working in wildlife conservation, environmental advocacy, sustainability, transportation, water quality, cultural pluralism, or human rights. Northern Ireland: Democracy and Social Change—Fall or Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is based at the International Conflict Research Institute at Ulster University (Derry/Londonderry), and on facilitated trips, students compare that region of Northern Ireland to the “borderland” area and to Dublin. Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement —Summer This Civil Rights program explores that era’s struggles as well as current movements for equality, and dares to ask controversial questions about racial justice in America today. The program is based in Jackson, Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs). The New Norway: Globalization, National Identity and the Politics of Belonging—Fall In less than 50 years, Norway has become one of the richest nations in the world and increasingly multicultural. Twentyfive percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by examining the contemporary challenges and opportunities for the Scandinavian welfare states in an age of globalization and mass migration. Core topics include globalization and multiculturalism, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, the rise of the populist/far-right, international aid politics, and gender. Questions framing the program include: How might Norway and the other Scandinavian welfare states adapt to the challenges of multiculturalism, European integration and globalization? What factors have made possible the rise of populist / far-right parties in Scandinavia and what has been their impact on politics and society more generally? How have film, literature and social movements challenged conventional understandings of what it means to be Norwegian/Scandinavian? Students study Norwegian language or do an independent research project, and also intern with a leading NGO. 47 Writing for Social Change: The Personal, the political and the Power of the Written Word—Fall This semester program located in the Twin Cities is based on the longstanding tradition in Western culture of using literature as a tool for social critique, as a means of calling for social change and justice, and as a tool for social transformation. The program combines traditional methods of literary and cultural analysis with creative writing workshops in fiction, poetry, and creative nonfiction, and makes use of HECUA’s approach to interdisciplinary, reflective critique. The program explores the ways creative writers and literature impact communities, and examines the role creative writers and literature play in addressing pressing social issues, focusing on “voice” and the idea of claiming voice as a means of empowerment. Writing for Social Change combines critical, analytical seminars, creative writing workshops, field study, and a professional internship into an integrated, experiential learning opportunity. Internships are with a Twin Cities nonprofit, and may be related to writing and spoken word with young students in educational settings, journalism and creative storytelling for underrepresented voices, communications or grant-writing at arts organizations or social justice nonprofits, or opportunities in publishing or journalism. Augsburg Affiliated Programs The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the global education offerings available to Augsburg students. These affiliated programs allow Augsburg students to study disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs See website for listings. Application Process In order to study abroad or away in the USA students should follow the P-A-C-K steps: Profile: Get Started by creating an online profile. Advising: Attend an advising meeting—check CGEE website for times, location and online modules Choose: Choose from more than 300 Augsburg and affiliate programs in the USA and in more than 90 other countries. An advanced online search tool helps students find programs based on location, academic needs, and personal interests. Applying online is easy—click "Apply Now" and follow the simple steps. Key Dates: Keep track of application deadlines. Application Deadlines September 30 - Spring semester, winter-break and spring-break faculty-led programs January 31 - Summer Session faculty-led programs March 1 - Fall semester and other summer programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for off campus study to be sure to do appropriate research and meet all deadlines. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on approved study abroad and study away in the USA. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Lifetime Activity, Honors, and internship requirements. This is determined prior to departure when students fill out the required Course Equivalency Form which is signed by faculty advisor(s), Assistant Registrar, department chairs and assigned faculty to approve the course equivalencies. Credits, Grades and Residency     Students must take a full load of credits while abroad on semester programs. Students must take courses graded A-F while abroad. Grades received on affiliated and most exchange programs are reported as transfer credit on the transcript, and thus are not figured into the GPA. A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg. 48  Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students remain enrolled at Augsburg while abroad. Faculty-led Short-term Programs Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Center for Global Education & Experience (CGEE) Office. Any courses removed by the student without CGEE permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. Eligibility Following are Augsburg College’s requirements for Study Abroad and Away in the USA:      Minimum 2.5 GPA at the time of application. Individual programs may require a higher average. Students with lower averages should consult with CGEE. Sophomore, junior, or senior standing by the time you off campus. First-year students on a case-by-case basis may be allowed to study at Augsburg’s Center for Global Education & Experience program-Mexico site during their second term at Augsburg. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before they may study off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to the off-campus study program may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. No outstanding balances on student account Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is important. Costs and Financial Aid The cost of semester off-campus study is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for off campus study. Students will always pay a minimum of Augsburg tuition plus living and travel expenses when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to study off campus multiple times on Augsburg programs (see below in off-campus study program section). However, institutionally-funded aid may be used only once toward off-campus costs on an affiliate program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the offcampus study fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and refund policies of CGEE and their program provider. 49 Disabilities CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for requesting accommodations within a reasonable time frame prior to departure, ideally as early as program selection. Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds. In academic year 2014-15, CGEE awarded nearly $20,000 in discounts and scholarships.         CGEE Global Education Scholarship. Augsburg students automatically receive a $1000 scholarship on our Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also available to students who participate on our semester exchange programs in designated countries (China, Finland. Germany, Greece, Hong Kong, Korea, Lebanon, and Norway) The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically ethnic minority and LGBT students. Awards cover up to $6,000 off the cost of a semester program abroad. The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000 of the cost of a semester program abroad. Augsburg students receive an “Auggie Discount” of $1,000 on their first semester program (the Returnee Scholarship will apply for the second program). PJSA Member Discount is available for students whose home school is a member of the Peace and Justice Studies Association. Automatic award of $500 toward a semester study abroad program in any CGE location. This discount cannot be applied to the Social Work in a Latin American Context program. Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two semester programs during their college career. There are no forms to submit for this discount. Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a summer session (before or after the semester program). CGEE Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided directly through our affiliate partner programs. Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. 50 Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban Studies sections of the departmental pages of this catalog.) McNally Smith College of Music Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors. There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. 51 Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith. Air Force ROTC Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information contact the University of St. Thomas at www.stthomas.edu/afrotc. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota. 52 Academic Policies and Procedures Registration A student must be registered for a course in order to earn credit. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Specific registration dates and deadlines for each semester are listed in the Academic Calendar at www.augsburg.edu/registrar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form:       THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Student Teaching (Education Department approval required) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits per semester. Students in the AU/WEC/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 18 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 to 3.49 may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 18 semester credits. This includes combining the credit load from both the DAY and WEC programs. Auditing classes over the 18 semester credit limit will also incur a tuition charge.) Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic Petition. Internship Registration Registration of internships for credit consists of the following steps:  You must register the internship for the academic term that coincides with the internship experience. 53  Obtain the Internship Registration Form from the Registrar’s Office webpage and complete the steps to obtain the required signatures. o Complete Site Supervisor Agreement form and Position Description: Submit the internship site supervisor information and approved job/internship position description through an online form on the Strommen Center website. o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Internship Coordinator or Director of Career and Internship Services Signature: Requires attendance at an Internship Orientation session offered by the Strommen Center OR an individual meeting with the Internship Coordinator or Director in the Strommen Center to review important college-wide internship information and ensure all required documents have been submitted. Once the completed internship registration form is submitted to the Enrollment Center, additional requirements for internships for credit include:    Complete a Learning Agreement Plan (available electronically on the Strommen Center webpage) and receive approval of the learning goals from the faculty supervisor responsible for grading the experience. The online form is sent to the Strommen Center and copies are sent to the faculty supervisor and student. Academic assignments (journals, reflection papers, etc.) as determined by the faculty supervisor and/or department guidelines. Complete final evaluations (sent out electronically at the end of the semester). The student and the site supervisor will each complete an evaluation of the students’ internship experience. Results will be sent to the faculty supervisor and student. A complete step-by-step guide on requirements for internships for credit is available on the Strommen Center for Meaningful Work webpage. Independent/Directed Study Registration To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form with signatures of the faculty member responsible for the grade and the chair of the appropriate department Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar at www.augsburg.edu/registrar. Crossover Registration Policy (This policy is approved for the 2015-2016 academic year and is subject to review for the 2016-2017 academic year.) Undergraduate students are enrolled in a home program (DAY, AU, ROCH, WEC) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below by program. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Are permitted to crossover into WEC courses. - Pay the overload fee for any credits over 18 in their combined DAY/WEC load each semester. AU Program Students - Are permitted to crossover into DAY and WEC courses. 54 ROCH Program Students - Are permitted to register for AU and WEC courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. WEC Program Students - Are permitted to register for DAY and AU courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. Registration in Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. (An exception is made for approved courses in the Department of Nursing and the joint BA Accounting/MAL.) Undergraduate students enrolled in graduate courses will pay the graduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay the rate of the program in which the course is offered (DAY/AU/ROCH/WEC). Evaluation and Grading Explanation of Grades The official delivery of end-of-term grades to students is online via AugNet Records and Registration. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit grading system. The following is an explanation of undergraduate grades: Grade 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 FN P N V W I X Explanation Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Unacceptable performance (no credit for the course), student stopped attending Represents work at 2.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Pass/No Credit Grades Students who choose the P/N option are cautioned:   In order to receive a grade of P, a student must meet the basic standards of the course and/or achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 55    Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin honors, students may elect P/N grading for no more than eight semester credits. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published in the Academic Calendar each semester. Incomplete (I) Grades An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form by the end of the semester with the Registrar’s Office. This form states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade before the final day of the following academic semester. If the work is not completed by the specified date of the following academic semester, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Repeated Courses A course in which a grade of FN, 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time Day students will be charged an audit fee if their total credit load is over 18 credits. The charge to audit a course is $1,000 for parttime DAY/AU/ROCH/WEC students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, 56 attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned. Assessment of Student Learning The faculty at Augsburg College are actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting Dr. Amy Gort, Dean of Arts and Sciences. Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of semester credits completed. Classification Freshmen Sophomores Juniors Seniors Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect the following term. Changes are limited to once each academic year. A Change of Program form must be submitted before the term begins. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic record. If necessary, students should instead submit a Withdrawal from College form. A Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal from College is the last Friday prior to finals week. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is submitted to the Registrar’s Office. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is also available on the Registrar’s Office webpage. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. Leave of Absence (DAY Program Students) Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an 57 Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students who withdraw from all courses while their courses are in progress. Term Off (AU/WEC/ROCH Program Students) Students in the AU/WEC/ ROCH Programs may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s and/or the Office of Academic Affairs as soon as possible so the College can notify all parties and aid in this process. Academic / Financial Petitions The Student Standing Committee is a standing committee of the College that reviews requests to waive fees, reduce tuition costs, or other alterations in contractual agreements. Representatives from Financial Aid, Residence Life, the Registrar’s Office and Student Affairs serve on the committee. Petitions for tuition refunds must be submitted within 6 months of the student dropping the course or withdrawing from the class. Petition Process Step 1: Forms may be found on the Registrar’s Office webpage. Step 2: Fill out the Academic/Financial Petition completely. Requests will not be reviewed unless all documentation is submitted with the petition. Step 3: Return the completed petition as directed. Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in Computational Philosophy. 58 Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on an individual basis. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Augsburg College limits transfer credit from two-year colleges. Students may transfer a maximum of 64 semester credits (96 quarter credits) from two-year colleges. Once a student reaches this credit limit, no additional credits will transfer from two-year institutions toward the minimum number of semester credits required for a bachelor’s degree. However, courses taken beyond the credit limit can be used to meet liberal arts and major requirements. Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their academic and faculty advisors and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources about transferring credit are available on the Registrar’s Office website. MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 100). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 100), and will waive one of two Health and Wellness requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Courses with C– grades or below will not be accepted as prerequisites or for application to majors. Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below:     Waiver of Search for Meaning II Waiver of Augsburg Seminar Waiver of Engaging Minneapolis Waiver of one Health and Wellness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. 59 Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to file an Intent to Graduate at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff, department chairs, and the Registrar’s Office staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. 60 DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Credit granting guidelines are available on the Registrar’s Office webpage. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met:     There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria:      There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a nonrefundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. Maximum Credit Accepted for Previous Learning While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. 61 Graduation Information Requirements for Undergraduate Graduation Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits. o Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than eight semester credits with P grades toward a major and no more than four semester credits with a P grade toward a minor. 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certificate programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA (plus successful completion of the Summa Oral Examination) 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted). For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s Office webpage. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. 62 Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Academic Progress, Probation, and Dismissal The College requires that all students maintain a 2.00 cumulative grade point average (GPA). A minimum GPA of 2.00 is required for graduation; however, certain majors require a higher minimum GPA. Students will be placed on probation and considered for continuation or dismissal if:     Cumulative GPA below 2.00 First-year student who receives two 0.0 or No Pass grades Sophomore, junior, or senior who receives three 0.0 or No Pass grades At the end of the first term, one has not fulfilled the requirements established through the Conditional Admit Program (see the Academic Skills Office Conditional Admit Program CAP section). For more information on probation requirements, go to the Academic Skills Office website. Dismissal from the College is not automatic. Each case is reviewed by the Student Standing Committee. Evidence of a student’s commitment to academic progress is the primary consideration used when deciding whether to dismiss. Students on probation who voluntarily Withdraw from College must receive permission from the Student Standing Committee to re-enroll. Students who have been dismissed may apply for readmission after one year. At that time, the Student Standing Committee will review the application for readmission accompanied by any statements and evidence attesting to the student’s commitment to academic success. A student will be removed from probation if:   The cumulative GPA reaches 2.00; or One was placed on probation because of unfulfilled Conditional Admit Requirements and one subsequently satisfies those requirements. The College reserves the right to dismiss any student who does not meet the guidelines stated above. Once a student is dismissed, he/she may appeal the decision to the Student Standing Committee within 10 calendar days of notification. Specific appeal instructions are included in the letter of dismissal. Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at inside.augsburg.edu/studentaffairs/studentguide. Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways:   Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits 63 Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans of Military Service Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. Additional information about veterans’ education benefits can be found at www.benefits.va.gov/gibill. 64 The Augsburg Curriculum Augsburg College is dedicated to educating students intellectually, physically, and spiritually. To act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. By providing courses in the humanities, fine arts, natural sciences, and social sciences, the general education curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses are designed to acquaint students with the Christian tradition, introduce them to other faith traditions, and encourage them to reflect upon the importance and meaning of spirituality in their lives. Fitness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Undergraduate Student Learning Outcomes The College’s mission statement offers a series of educational values: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning: These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences. As Informed Citizens, students are learning to …  engage their communities and demonstrate a sense of agency to create change in ethical and informed ways (Civic Engagement / Ethical Reasoning)  explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts (Global Awareness / Intercultural Competence) As Thoughtful Stewards, students are learning to …  critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context (Vocation / Religious Literacy)  identify the broad foundations for sustainable living and apply them in demonstrable ways (Health and Wellness / Sustainability) As Critical Thinkers, students are learning to …  use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims (Critical Thinking / Information Literacy)  construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats (Writing / Oral Communication) As Responsible Leaders, students are learning to …  employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments (Quantitative Literacy)  articulate and solve problems in creative, analytical, and integrative ways (Problem Solving / Integrative Learning) 65 Overview of the Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements include a liberal arts foundation, signature courses and experiences, skills development, and a keystone. Entry Level Placement Tests Math, Writing, English (if applicable), and language placement for Modern Language courses. The Augsburg Core Curriculum The Augsburg First Year    Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum    Religion, Vocation, and the Search for Meaning I and II Augsburg Experience Senior Keystone The Liberal Arts Foundation     Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Skills The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling lives, including:            Writing Critical Thinking Oral Communication Information Literacy Quantitative Literacy Religious Literacy Ethical Reasoning Problem Solving Intercultural Competence Civic Agency and Engagement Health and Wellness 66 Entry Level Placement Tests Prior to first-year registration, students will complete entry level skills assessments in:     Mathematics Writing Foreign Language Placement (French, German, or Spanish) and, if applicable, English Language Learning First-year students who began at Augsburg in the fall of 2013 or later, who require developmental/entry-level courses, must complete these courses by the end of their fourth term. Transfer students who began at Augsburg in the fall of 2013 or later must complete all required developmental/entry-level courses by the end of their third term. The developmental courses subject to this policy are:     ENL 101 ENL 111 / HON 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Entry-Level Mathematics For a strong start at Augsburg, students will take entry-level exams to determine their math placement group (MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. Students are required to take the Math Placement Exam before registering for the first term. Practice questions and other information are available from Academic Advising -- students are encourage to study for the exam. Students may retake the Math Placement Exam once during their first term of enrollment. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Exam. Students in Math Placement Group (MPG) 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Entry-Level Writing A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students who have transferred an equivalent English composition course from another college or Advanced Placement English Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other students must take the Writing Placement Test, which is administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111/112/HON 111). Modern Language Assessment Students with proficiency or experience in French, German, or Spanish complete an assessment to determine placement in Augsburg's modern language courses. Students begin their exploration of modern language at the level identified by the placement test. This online assessment is administered by Academic Advising. Placement assessment for American Sign Language and Ojibwe is administered by faculty representing those specific languages. 67 English Language Learners Assessment Students whose primary language is other than English will complete an assessment to determine preparedness for classes taught in English. Results of this assessment determine placement in English Language Learner course(s). This assessment is administered by Academic Advising. Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. Modern Language For students who have not previously studied a modern language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other modern languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Modern Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Modern Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Health and Wellness Two health and wellness courses are required. WEL100 - Foundations of Wellness (formerly HPE001) is required of all students. The second course may be chosen from a variety of different WEL102 – Recreational Wellness (formerly HPE002) courses. Students may test out of the WEL102 course by demonstrating proficiency from a selected lifetime activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the lifetime activity proficiency test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. Foundations of Wellness and Recreational Wellness are noncredit courses and are not included in the 128 credit graduation requirement. 68 The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that:    Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components:    Liberal Arts Foundation Signature Curriculum Skills Development The Augsburg First Year In order to help them make the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar All students who enter the College as first-year students in the weekday schedule program must satisfactorily complete fall orientation and Augsburg Seminar (AugSem), a first-year learning community in their major or related area of academic interest. AugSem’s purpose is to help first-year students embrace the expectations and benefits of being a member of a learning community at Augsburg College by:    Encountering the community Engaging the learning process Exploring the self as scholar AugSem equips students to become intentional learners, connects them to the larger Augsburg community, and helps them succeed in future college work. Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the AugSem experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or servicelearning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning Augsburg’s Signature Curriculum takes seriously the College’s identity as a college of the Evangelical Lutheran Church in America. Two required courses (REL 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to this identity and the College’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. 69 Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender, Sexuality, and Women’s Studies. Note: The signature Search for Meaning (REL 100 and 200) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another upper-division REL course to fulfill the Search for Meaning II requirement, it may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater Arts. One fine arts LAF requirement can be met by participating in one of the following:    Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education— vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. 70 Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver:              Actuarial Science (St. Thomas) Biology Biopsychology Chemistry Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Modern Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver:   Actuarial Science (St. Thomas) Biology 71        Biopsychology Chemistry Mathematical Economics Mathematics Music Therapy Nursing Physics 72 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty advisors. Majors and Areas of Emphasis Accounting American Indian Studies Art Art History Studio Art Studio Art (Graphic Design) Biology (BA or BS) Life Sciences (BA) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Studies Computer Science (BA or BS) Computational Economics (BA) Computational Philosophy (BA) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (teacher licensure major) Mathematical Economics (BS) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (BA or BS- licensure) K-12 English as a Second Language Special Education: Academic Behavioral Strategist Secondary (non-major, licensure only) Engineering 2 English Communication Arts/Literature (teacher licensure major) Creative Writing Literature, Language, and Theory Environmental Studies Exercise Science (BA or BS) Film Finance Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education (BA or BS) History International Business International Relations International Business Concentration Languages and Cross-Cultural Studies 1 Cross-Cultural Studies French German Spanish Management Management Information Systems Marketing Mathematics (BA or BS) Medieval Studies Music Music (BA) Music Business (BA) Music Education (BM) Music Performance (BM) Music Therapy (BS) Nursing (BS-Evening program offered through AU only) Philosophy Computational Philosophy Physical Education (BA or BS) Physics (BA or BS) Biophysics (BS) Space Physics (BS) 73 Political Science Political Science/Economics (teacher licensure major) Pre-Law Public Policy and Political Change Psychology Psychology and Law Clinical Psychology Social Psychology Religion Youth and Family Ministry Social Work (BS) Sociology Student-Designed Major Theater Arts Design/Technical Directing/Dramaturgy/Playwriting Performance Urban Studies Minors Accounting American Indian Studies Art Architecture Art History Studio Art Biology Business Administration Business Minor for Science Majors Chemistry Communication Studies Computer Science Economics English Literature, Language, and Theory Writing Creative Writing Media Writing Environmental Studies Film Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education History International Business International Relations Languages and Cross-Cultural Studies French German Spanish Leadership Studies Management Information Systems Marketing Mathematics Medieval Studies Music Music Business Peace and Global Studies Philosophy Physical Education Physics Political Science Pre-Law Public Policy and Political Change Psychology Religion Youth and Family Ministry Sociology Social Welfare Special Education Theater Arts Design/Technical Film/Performance Musical Theater Performance Theater History and Criticism Dramaturgy Urban Studies 1 Cooperative program of the Associated Colleges of the Twin Cities (ACTC) and agreements with the University of Minnesota. It is possible for students to take beginning/intermediate/advanced language courses not available at consortium colleges. Consult with the ACTC office for specific program options. Students register directly with the ACTC office. 2 Dual-degree programs with the University of Minnesota Institute of Technology and Michigan Technological University. 74 Student-Designed Major Students may design their own major with the assistance and approval of three advisors from relevant fields and subsequent final approval by the Augsburg College Academic Affairs Committee (AAC). A student-designed major allows flexibility in selecting major courses. Any student wishing to design a major must complete a proposal, submit it with approval and supporting letters from three faculty advisors, and obtain AAC approval of the program. Students should seek AAC approval as early as possible so that any changes suggested by AAC may be incorporated into the design without affecting the student’s proposed completion date. The deadline for initial submission of the program design to AAC is the first term in which the student has achieved junior status; the final version must be approved the term before the student achieves senior status. Students wishing to design majors must: 1. Develop the student-designed major in concert with three faculty advisors from relevant fields, who together constitute the Review Team. All advisors must sign the proposal cover sheet and submit supporting letters of approval to AAC. Supporting letters should assess both the student’s ability to complete the proposed major and the validity and value of the proposed major, including (in at least one of the letters) the proposed capstone course. The advisors’ signatures and supporting letters represent their approval of the program, including the capstone course, and their commitment to oversee the student’s progress. 2. Develop a student-designed major program proposal that includes:  A statement of learning goals and objectives  A list of proposed courses (minimum of 36 semester credits, no more than one of which is a lower-level language course, and at least five of which are upper division) and a discussion of how the courses are related to the program goals. Indicate how the proposed courses collectively support a specialized and cohesive plan usually associated with a college major. Proposals must include research describing comparable programs of study at a minimum of three other academic institutions. In addition, students should consult with the Clair & Gladys Strommen Center for Meaningful Work for additional information regarding career objectives. The proposal should provide information showing how the Augsburg Core Curriculum requirements (including graduation skills) are to be fulfilled.  A description of the student-designed major capstone to be taken some time during the senior year. The student should devise the capstone in consultation with advisors. It should require an integrative project/paper that draws together the coursework up to that point and/or prepares one for further study. In addition, at least one of the advisors must specifically address the rationale for the proposed capstone in his or her supporting letter, though approval of the student-designed major program by all advisors presumes their approval of the capstone course.  Submit the completed proposal and supporting documentation to the Office of Academic Affairs. If AAC approves the proposed major program, the student will be expected to complete the program designed and still meet all of the other Augsburg degree requirements as stated in the college catalog. Students who design their own majors will meet with their advisors regularly throughout the design and subsequent evaluation of their program. Changes in the approved student-designed major may be made through the normal petition process to the Student Standing Committee with advisor approval. ACTC Majors Full-time Day students may complete other majors through the Associated Colleges of the Twin Cities (ACTC). Students who wish to complete a major or minor offered at one of the other ACTC colleges must submit a completed ACTC Major or Minor Declaration Form to the Registrar’s Office. This form must list all ACTC courses required and be signed by the ACTC school advisor. Some majors may not be available or may have a competitive application process with acceptance determined by the major department. 75 Pre-Professional Programs Students who plan to enter the fields of law, medicine, dentistry, ministry, veterinary science, pharmacy, or engineering can profit from a liberal arts education at Augsburg. It is recommended that requirements for admission to graduate schools or seminaries be reviewed and the course of study at Augsburg planned accordingly. A faculty advisor is available in each field to assist students in their planning. Students who want to plan a pre-professional program should contact Academic Advising prior to or early in their first year to arrange for faculty advising. List of Pre-Professional Programs:  Pre-Engineering o See Engineering Departmental page.  Pre-Health Science o See Biology Departmental page  Pre-Law o Students considering a career in law should examine the handbook published by the Association of American Law Schools. Pre-law students major in disciplines of their own choosing; most law school entrance requirements will be satisfied with a record of solid achievement coupled with an acceptable Law School Admission Test (LSAT) score.  Pre-Pharmacy o Augsburg has a program designed to fulfill minimum requirements of the College of Pharmacy at the University of Minnesota: BIO 151, 353, 476; CHM 115, 116, 351, 352; COM 111 or 115; ECO 112 or 113; ENL 111, 220; MAT 145; PHY 121, 122; and two courses in behavioral sciences such as PSY 105 and SOC 121. Requirements at other universities may vary.  Pre-Seminary o A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 100, 200; at least two semesters of history (Western civilization); one or more courses in the history of philosophy; and Greek in the junior and/or senior year. The Bernhard Christensen Center for Vocation provides resources and support, including scholarship opportunities, for students considering seminary. 76 Academic Organization and Departments As a liberal arts institution, Augsburg College believes that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses that make it more accessible to students. These courses can be arranged in various ways to construct majors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Degrees Offered Augsburg offers the following undergraduate degrees:    Bachelor of Arts Bachelor of Music Bachelor of Science Faculty The heart of any educational institution is its faculty. Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold a doctorate or the highest degree in their field, and all consider teaching to be the focus of their activity. Faculty are also involved in a variety of professional and research activities that support their teaching. They are actively involved in an exciting faculty development program that introduces them to current thought in many fields, but especially in teaching techniques and theories. Augsburg’s size and small classes encourage its tradition of close involvement between professors and students. Faculty act as academic advisors and participate regularly in campus activities. Every incoming student receives an advisor. In this close interaction, faculty act as both mentors and models for students. Course Descriptions Course descriptions offer a brief summary of the subject matter to aid students in planning a program. Course descriptions can be found at our Course Description Search. A syllabus containing a more detailed explanation of content, approach, requirements, and evaluations for a particular course can be obtained from the instructor. Internships and Independent Studies Every department offers opportunities for internships and independent study. The course description and process for registering for credit is normally the same for each department. Some departments have additional requirements that are noted in the course description. Interdisciplinary internships are also available. Internships 198 – Internship/On-campus 199 - Internship/Off-campus (4 credits) A work or service-based learning experience typically at the sophomore level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. 396 - Internship/On-campus (4 credits) 397 - Internship/Off-campus (2 credits) 398 - Internship/On-campus (2 credits) 399 - Internship/Off-campus (4 credits) 77 A work or service-based learning experience at the junior/senior level in which a student, faculty member, and site supervisor design a learning agreement that links the ideas and methods of the discipline with the opportunities inherent in the placement. For some majors, participation in a concurrent seminar may be expected. Prior to the beginning of the term/registration, interested students must consult with the departmental internship coordinator or a faculty member and the Strommen Center regarding requirements and permission to register. (Off-campus 397/399 internships are one option for the Augsburg Experience graduation require/ement.) Directed and Independent Studies 299 - Directed Study An opportunity to study topics not covered in the scheduled offerings under the direction of an instructor. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. 499 - Independent Study/Research An opportunity for advanced and specialized research projects. Approval must be secured in writing from the instructor and the department chairperson before the term in which the study is undertaken. Academic Year All Augsburg programs follow the semester calendar with fall, spring, and summer semester lengths ranging from 14-16 weeks. In Augsburg’s Day Program full-time students normally take 16 credits per semester. The Day Program calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities (ACTC), so that students can take a course on another campus during fall or spring semester. Adult Undergraduate (AU) classes typically meet on the same night of the week, on an alternating bi-weekly schedule. The alternating weeks of the semester are labeled “Maroon,” and “Silver.” Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating weeks for three-and-a-half hours on either Tuesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. Additional classes outside of the major program may be scheduled on Monday or Wednesday weeknights. Students may take up to 18 credits per semester. Weekend and Evening College (WEC) classes typically meet on alternate weekends. Some classes may meet weekly on weekday evenings. There are seven to eight face to face class sessions supplemented by online instruction each semester, and classes meet on weekends for 3.5 to 4 hours. Students may take up to 18 credits per semester. Rochester (ROCH) campus classes are held on weekday evenings and meet alternate weeks. There are seven to eight class sessions supplemented by online instruction each semester with each class meeting for 3.5 to 4 hours. Students may take up to 18 credits per semester. Courses and majors offered through AU/ROCH/WEC are equivalent to their Day Program counterparts. However, the curriculum is limited to selected liberal arts courses and majors. Course Offerings In general, courses are offered in both fall and spring semesters unless otherwise indicated. Since some courses are offered alternate years, it is important that the student review major requirements and course offerings with an advisor to ensure that all requirements can be met. Note: Not all courses are offered in all programs. Refer to AugNet Records and Registration for information on when specific courses are offered. 78 Credit Hour Definition Augsburg’s credit hour policy follows the federal guidelines in defining a semester credit hour as one fifty-minute period of instruction and 100 minutes of out-of-class work per week for fifteen weeks, or the equivalent amount of student work completed over a different time frame or via a different delivery method. Numbering Courses numbered 100 -299 are classified as lower division. Courses numbered 300 and above are classified as upper division. In general, courses in the 100s are primarily for first-years, 200s for sophomores, 300s for juniors, and 400s for seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the online Course Description Search as prerequisites. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval by the professor teaching the course. Effective Writing (ENL111) and math placement prerequisites cannot be waived by the instructor. Students may be dropped from a course if they do not earn a satisfactory grade in the prerequisite for that course. Divisions and Departments The College curriculum is offered by 26 departments that are grouped into three divisions for administrative and instructional purposes: Fine Arts and Humanities American Indian Studies, Art, Communication Studies, English, History, Languages and Cross-Cultural Studies, Music, Philosophy, Religion, Theater Arts, Gender, Sexuality, and Women’s Studies, College librarians. Natural and Social Sciences Biology, Chemistry, Computer Science, Economics, Mathematics, Physics, Political Science, Psychology, Sociology. Professional Studies Business Administration, Education, Health and Physical Education, Nursing, Social Work. Full explanation of departments and academic programs including major/minor requirements, graduation skills, and other academic information is provided in the following pages, alphabetically by department. 79 American Indian Studies American Indian Studies is a major that gives students the opportunity to learn about the original, indigenous cultures of North America. Students will be provided with a multidisciplinary understanding of the history and present situation of American Indians. The program emphasizes the interrelations among history, culture, language, literature, the arts, philosophy, religion, political and social forces, and the legal status and sovereignty of American Indians. This course of study exposes students to the richness and beauty of North American Indian cultures. Faculty Eric Buffalohead (Chair), Elise Marubbio, Richard Gresczyk, Jim Rock, Dale Weston, Vinodh Kutty, Virginia Allery, Sophia Jacobson Degree and Major Requirements American Indian Studies Major Nine courses including: AIS 105 - Introduction to American Indian Studies AIS 205 - Contemporary American Indians ENL 255 - American Indian Literature or AIS 264 - American Indians in the Cinema HIS 236 - American Indian History REL 370 - American Indian Spirituality and Philosophical Thought In addition, students must complete four electives. At least four of the courses toward the major must be upper division. Non-departmental elective course options ART290 ENL255 ENL355 OJB111 OJB112 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by GST 200, MAT 163 or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. American Indian Studies Minor Five courses including AIS 105. At least two courses must be upper division. For a complete list of courses and descriptions, see the Course Description Search. 80 Art Art is essential. It teaches us to see, claim beauty, make sense of pain, explore the world, and express ourselves. At Augsburg College, inspiration and creativity flourish with diversity. We are a small campus in the heart of a major metropolitan area with an innovative faculty and creative curriculum in graphic design, drawing, painting, printmaking, ceramics, sculpture, photography, hand papermaking, book arts, architecture, and digital media. A solid foundation of drawing, design, and history is balanced with the development of technical skills, critical thinking, and creative exploration in a range of media. On-campus galleries showcase student and professional artwork. Nearby museums, galleries, studio visits, and guest artists provide art in real time. Service learning, internships, and study abroad are integral to our program. We reach nearly 1,000 students a year from all disciplines, and graduate 25-30 majors annually with Bachelor of Arts degrees in art history, studio art, and art education. An emphasis in graphic design, an architecture minor, and certificates in art and graphic design provide additional opportunities for specialization. For half a century, students have been earning degrees in studio art and art history at Augsburg College. We’re excited to be here in the center of the city. You will be, too. Art Faculty Kristin M. Anderson, Susan Boecher, Chris Houltberg, Tara Sweeney, Robert K. Tom Degree and Major Requirements Note: All studio courses require 3-6 work hours outside of class sessions. Most studio courses have lab fees. Studio Art Major Majors are required to begin their programs with the studio arts foundations: ART 102 - Design ART 107 - Drawing One course in two-dimensional art from: ART 118 - Painting I ART 223 - Print Making I ART 225 - Graphic Design I ART 257 - Watercolor Painting I One course in three-dimensional art from: ART 221 - Sculpture I ART 250 - Ceramics I ART 280 - Hand Papermaking and Book Arts I Five additional studio arts courses ART 240 - Art History Survey, and two additional art history courses ART 305 - Junior Exhibition and Faculty Review ART 405 - Senior Exhibition and Faculty Review Studio majors must participate in a group exhibition and review in their junior year, followed by a solo or two-person show with a faculty review in their senior year, and the annual senior group exhibition. Studio Art major with emphasis in Graphic Design Majors are required to begin their programs with the studio arts foundations: ART102 - Design 81 ART107 - Drawing One course in two-dimensional art from: ART 118 - Painting I ART 223 - Print Making I ART 225 - Graphic Design I ART 257 - Watercolor Painting I One course in three-dimensional art from: ART 221 - Sculpture I ART 250 - Ceramics I ART 280 - Hand Papermaking and Book Arts I A two course sequence in graphic design, chosen from: ART 225 - Graphic Design I and ART 330 – Graphic Design II or ART 215 - Web Design I and ART 315 – Web Design II Three additional graphic design electives, chosen from the following: ART 215 - Web Design I ART 224 - Publication Design ART 225 - Graphic Design I ART 280 - Hand Papermaking and Book Arts I ART 315 - Web Design II ART 320 - Typography ART 330 - Graphic Design II ART 333 - Digital Photography ART 340 - Digital Imaging ART 399 - Internship, design-related ART 499 - Independent Study, design-related ART 240 and two additional art history electives ART 305 - Junior Exhibition and Faculty Review ART 405 - Senior Exhibition and Faculty Review Studio majors must participate in an exhibition and review in their junior year, followed by a solo or two-person show with a faculty review, and the annual senior group exhibition. Please note that ART 225 cannot count as both a twodimensional elective and a graphic design emphasis elective. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S), Writing (W), and Quantitative Reasoning (QR) are met by completing the following courses: S: Choose from ART 102, 225, or upper division art history courses (ART 349, 352, 382, 385, 386, 387, 388, 389). W: Choose two of the following courses to satisfy the writing skill: ART 349, 352, 385, 386, 387, 388, and 389. QR: PHY 119, MAT 145, MAT 146, MAT163, GST 200, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 82 Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Art History Major Eight art or architectural history courses including: ART 240 - Art History Survey ART 388 - Modern Art Six other art or architectural history courses Two studio courses: ART 102 - Design or ART 107 - Drawing ART 118 - Painting I or ART 221 - Sculpture I Art History majors must participate in a group exhibition and review in their junior year, followed by creating and curating a research-based exhibition with faculty review in their senior year. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are embedded in the upper division art history courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR: PHY 119, MAT 145, MAT 146, MAT163, GST 200, or PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Double Major Students planning a double major in studio art and art history or a major/minor combination should meet with a department advisor to plan appropriately. Departmental Honors GPA of 3.50 in the major and overall, portfolio of artwork (studio majors) or research (art history majors) reflecting the highest quality work, and Art Department-approved special projects and/or research. Application should be made to the department chair before the last term of the senior year. Studio Art Minor Five courses including: ART 107 - Drawing ART 240 – Art History Survey Three additional studio courses. Architecture Minor Five courses including: ART 105 - Introduction to Architectural Drawing ART 210 - Drawing for Design in Architecture 83 ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART 249/349 - The Designed Environment Art History Minor Five art history courses including ART 240 - Art History Survey. Certificate in Art Eight art courses, including at least one in art history. Up to four courses may be taken in one studio area or in art history. Certificate in Graphic Design Eight art courses including: ART 102 - Design Four in graphic design: ART 215 - Web Design I ART 225 - Graphic Design I ART 320 - Typography ART 340 - Digital Imaging One art history Two studio electives For a complete list of courses and descriptions, see the Course Description Search. 84 Biology From transgenic crops to emerging diseases to being a member of the human species, biology affects – literally – every part of your life. Because biology is such a broad field, the biology program at Augsburg emphasizes integration across many sub-disciplines, including molecular, cellular, organismal, evolutionary, and ecological biology. Additionally, the biology program at Augsburg coordinates with the mathematics, chemistry, and physics programs to ensure that our students acquire the necessary knowledge to fully understand biological phenomena. Augsburg’s Biology program is designed to provide students with the opportunities to (1) understand the fundamental knowledge of the discipline, (2) know how scientific knowledge is generated and disseminated, (3) effectively communicate scientific information in written and oral forms, (4) be proficient in common biological lab techniques, and (5) demonstrate professionalism in the sciences. Additionally, Augsburg has a strong commitment to undergraduate research, both on and off campus. There are a variety of opportunities to work on research projects with Biology faculty and subsequently present your research at regional, national, and international meetings. Graduates of our Biology program follow many different paths. Most of our graduates use their undergraduate major in Biology as a springboard for further study. Augsburg graduates have gone on to graduate studies leading to careers in post-secondary teaching, basic and applied research, and public health or have entered professional programs in medicine, veterinary medicine, and dentistry. In addition, many of our students go directly into the workforce as laboratory technologists and teachers. Biology Faculty Jennifer Bankers-Fulbright (Chair), Matthew Beckman, Ralph Butkowski, William Capman, David Crowe, Ann Impullitti, Dale Pederson, Emily Schilling Degree and Major Requirements Students may choose one of the following degree options: Bachelor of Arts in biology, Bachelor of Science in biology, or Bachelor of Arts in life sciences. Bachelor of Arts in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 248 - Biostatistics or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 107, 108 - College Physics I, II or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval 85 Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 – Biochemistry BIO 440 – Plant Physiology BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics Bachelor of Science in Biology The total number of required courses in the department is nine courses. There are additional required supporting courses that must be taken in other disciplines. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II PHY 121, 122 - General Physics I, II or PHY 107, 108 - College Physics I, II MAT 145 - Calculus I MAT 146 - Calculus II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Five upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 – Biochemistry BIO 440 – Plant Physiology BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics 86 General Education Accommodation BS biology majors may reduce their general education program by one or two courses. See Bachelor of Science/Liberal Arts Foundation (LAF) Waiver in the Academic Information section of the catalog. Bachelor of Arts in Life Sciences This major is appropriate for students also seeking secondary teaching licensure in biology. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 248 - Biostatistics or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 107, 108 - College Physics I, II or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Two science courses from the following: PHY 101 - Astronomy SCI 106 - Introductory Meteorology An introductory geology course Four upper division electives, at least one of which must be BIO 361, BIO 440, or BIO 481: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 – Biochemistry BIO 440 – Plant Physiology BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics 87 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing COM 115 (preferred) or COM 111 or HON 130. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Transfer course policy for majors and minors All transfer courses, including ACTC courses, must be approved in writing by the department, subject to review by the chair. Only those biology courses successfully completed (2.0 or above) within the last 10 years will be considered. At least four upper division electives must be completed in residence (at Augsburg College). Custom Biology Programs Students who have completed BIO 151, 152, 253, 255 and at least one upper division elective may, in consultation with their advisor, seek approval from the department to complete major requirements with as many as four upper division courses from other institutions. Departmental Honors A GPA of 3.5 in biology and 3.0 overall is required. Additionally, students must successfully complete one of the following: Summer or academic year research internships followed by successful completion of BIO 297, BIO 399, BIO 497, BIO 499 or HON 499 with a biology mentor. Students will submit a formal intent to be considered for departmental honors within the first week of classes in the fall semester of the senior year (or the first week of classes for the spring semester if they are graduating the following December). This formal intent must be typed and will be composed of no more than one page of text providing the following: (1) Title of project. (2) Abstract describing the project with special focus given to the questions that will be addressed, the methods to be used and the expected outcomes. (3) Name and signature (with date) of your faculty advisor. (4) List of three Biology Department faculty who have agreed to serve as your evaluation committee. A decision will be made by that committee within one week of submission. Projects must include public presentation and a written report approved by the department. Participation in and completion of the Mayo Innovation Scholars Program (including presentation). Scoring above the national 90th percentile on the ETS Major Field Test in Biology. Minor A course sequence in general chemistry and five biology courses including BIO 151, 152, and three additional BIO courses (200 level or above). The majority of courses in biology must be taken at Augsburg College. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the biology faculty. Biology majors must have an advisor in the biology department. In order to complete all major requirements in four years, BIO 151 and 152 and General Chemistry should be taken in the first year, and BIO 253, BIO 255 and Organic Chemistry (when appropriate) in the second year. Students should complete their math requirements early in their college careers. Students must earn a minimum grade of 1.0 and an average grade of 2.0 in BIO 151 and 152. Supporting course requirements in chemistry, mathematics, physics, and communication must be satisfied with a grade of 2.0 or higher to satisfy either major or prerequisite requirements. A grade of 2.0 or higher is required in BIO 253 and BIO 255 in order to fulfill major requirements and to fulfill the prerequisite requirements of several upper division biology electives. A grade of 2.0 or higher must be earned in all upper division biology courses applied toward meeting the requirements of a major. All biology courses applied toward the major must be traditionally graded. A GPA of 2.5 in biology courses is required for the life science major. 88 *Students completing majors in biology or life science will be required to take the ETS Major Field Test in Biology during their final year of the program. The exam will appear on the graduation checklist. Biology for Health Sciences Prerequisite requirements for health sciences vary with the program and the institution. Care should be taken to study the requirements for every program well in advance of making application. In general, the pre-medical curriculum includes a year each of biology, general chemistry, organic chemistry, calculus and physics. Courses in biochemistry, statistics, advanced biology, and social and behavioral sciences are also important preparation for the MR5 Medical College Admissions Exam. Programs in physician assistant training, veterinary medicine, physical therapy, and such typically have a more extensive list of prerequisites. Students considering a post-baccalaureate program in these areas should consult early and often with health science advisors Catherina Kipper, Dixie Shafer, Dale Pederson, and Kelsey Richardson-Blackwell. Graduate Training in Biology Graduate programs in biological fields typically require two semesters of general chemistry, organic chemistry, calculus, and physics. Also required is extensive involvement in research through Augsburg Experience, internships, and/or independent study. Careful consultation with a biology advisor is recommended to select among coursework and research options. Teaching Licensure Major The State of Minnesota has specific licensing requirements for biology teachers, the science portions of which are satisfied by the Augsburg life sciences major. The state requirements may be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. All upper division biology requirements for secondary licensure must be completed before beginning student teaching. Post-Baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek life science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. Required or elective courses are determined by the department following review of transcripts and prior to matriculation. Beta Beta Beta Membership in the Augsburg chapter of this national biology honor society is open to students who have completed at least one upper division biology course and have a GPA of 3.0 in biology. Cooperative Education and Service-Learning The department works with the Strommen Center for Meaningful Work in identifying and defining cooperative education experiences in laboratories and other settings in the Twin Cities. For a complete list of courses and descriptions, see the Course Description Search. 89 Biopsychology The biopsychology major is designed to offer students an integrative perspective on the biological basis of behavior. Towards this end, students will take courses in both psychology and biology to gain exposure to a broad range of theories and research covering a variety of topics such as cognition, motor control, sensation/perception, emotion, and psychopathology. These topics will be studied at multiple levels of analysis including genetic, neural, and environmental. The biopsychology major will provide students with a strong foundation of courses in neuroscience, statistics, and chemistry. This broad training can help prepare students for careers in research, medicine, public health, education, and pharmaceutical or biotechnology industries. Biopsychology Faculty Matthew Beckman (Biology), Ralph Butkowski (Biology), David Crowe (Biology), Stacy Freiheit (Psychology), David Matz (Psychology), Dale Pederson (Biology), Bridget Robinson-Riegler (Psychology), Nancy Steblay (Psychology), Henry Yoon (Psychology). Degree and Major Requirements Major Thirteen Courses: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution and Diversity BIO 253 - Introductory Cellular Biology BIO 475 - Neurobiology PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II PSY 355 - Biopsychology Two Psychology electives from the following: PSY 299 - Directed Study (Research in Biopsychology) or PSY 360 - Psychology Laboratory (two semesters) PSY 354 - Cognitive Psychology PSY 391 - Individual Differences PSY 410 - Clinical Neuropsychology PSY 491 - Advanced Research Seminar PSYC 322 - Sensation and Perception (St. Thomas) PSYC 407 - Seminar in Behavioral Neuroscience (St. Thomas) PSYC 378 - Psychology of Language (Macalester) PYSC 486 - Seminar in Neuropharmacology (Macalester) Two Biology electives from the following: BIO 255 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cell and Molecular Biology BIO 473 - Animal Physiology BIO 495 - Special Topics in Biology: Animal Behavior (this topic only) BIOL 356 - Cellular and Molecular Neuroscience (Macalester) PHY 317 - Biophysics Keystone (one required): 90 BIO 490 - Biology Keystone PSY 400 - Keystone Internship SCI 490 - Integrated Science Note: Students will need to take the CHM 115/116 sequence to complete the biology courses. A minimum of five courses must be from Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in speaking (S) is met by completing COM 111 or 115. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill these skills. Other Requirements An average grade of 2.0, with no grade below a 1.0 is required for BIO 151 and 152. A grade of 2.0 or above is required for all courses (200 level and above) applied to the major. Transfer Course Policy for Majors All transfer courses, including ACTC courses, must be approved in writing by the department chair(s). Only those biology and psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to introductory or elective credit for the major. Biopsychology Honors GPA of 3.5 in the major, and 3.3 overall. Students must complete a high-quality research project, approved and evaluated by three members of the Biopsychology faculty. Formal application must be made no later than the junior year. For a complete list of courses and descriptions, see the Course Description Search. 91 Department of Business Administration Our mission is to prepare students for professional careers in business or for graduate studies. This preparation involves a curriculum that stresses analysis and communication, emphasizes both theory and practice, and is shaped by the needs of the business community. The department fosters close ties with the corporate community that provide a wealth of practical expertise, a variety of internship opportunities, and future job prospects. The faculty believe they can best serve both the student and the community by providing an education that is technically competent, ethically based, and socially aware. Faculty Jeanne Boeh (Co-Chair), Stu Stoller (Co-Chair,), John C. Cerrito, David A. Conrad, George F. Dierberger, Marc D. Isaacson, Perwaiz Ismaili, Nancy Johnson, Phyllis Kapetanakis, Jayoung Koo, Lori L. Lohman, Marc C. McIntosh, Fekri Meziou, Magdalena M. Paleczny-Zapp, Milo A. Schield, Peter J. Stark General Requirements Majors The Department of Business Administration offers seven majors: Business Administration, Accounting, Finance, International Business, Management, Management Information Systems, and Marketing. There is also a combined Business and Economics major, which incorporates courses from both the Departments of Business Administration and Economics. Minors Minors provide students the opportunity to study and obtain a professional credential in an area of study that is in addition to their major. The Department of Business Administration offers seven minors: Business Administration (for non-business majors only), Business Minor for Science Majors, International Business, Music Business, Accounting, Management Information Systems, and Marketing. Transfer Students Transfer students must complete at least four of the upper division courses required in the major at Augsburg, or at least three courses in the minor, or obtain an exemption from the department. Transfer courses must be approved by the department. Transfer courses taken more than 10 years ago will not be accepted. Business courses (ACC, BUS, FIN, MIS, MKT) taken at Augsburg more than 10 years ago will not be applied toward a major unless approved by a faculty member in the student's designated major area. Suitable intervening work experience will also be considered. Advising Students who plan to pursue any of our business majors are strongly encouraged to select a departmental advisor who teaches in their major. This should be done by the end of sophomore year at the latest. In addition to advising, departmental faculty can counsel students on their careers, assist in obtaining internships or jobs, and provide letters of recommendation for prospective employers or graduate programs. The business administrator is also available for advising questions relating to degree progress, course selection, and international courses abroad. Departmental Honors To complete departmental honors in the Department of Business Administration, students need to consult with the department chair. Students need to apply to the department and start the process during their junior year. 92 Internships Students are strongly encouraged to work with the Strommen Center for Meaningful Work and department faculty to obtain an internship during their junior or senior year. Internships can provide students with experience that may be valuable in competing for jobs after graduation. Faculty advisors should be consulted about internships. Study Abroad The Department of Business Administration faculty actively support international study. For additional details, see the section on International Partners under International Programs in this catalog, or consult the departmental coordinator and/or the department administrator for international business courses or other overseas opportunities. P/N Grades Students may apply no more than 8 semester credits with P grades toward a major and no more than 4 semester credits with a P grade toward a minor. Please refer to the P/N and graduation requirements section of this catalog for specific details regarding P/N grades. For a complete list of courses and descriptions, see the Course Description Search. 93 Business Administration The major in Business Administration prepares students for professional careers in business administration or for graduate studies. Within this area, there is one specialization available to Day students called Music Business and another option available to both day and AU students called the Combined Business and Economics major. These two areas provide students with a broad foundation so they can readily adapt to internal changes in interests and goals and to external changes in circumstances and opportunities. Degree and Major Requirements Business Core Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Specialization in Music Business (Day students only) Business Core* plus: ECO 112 - Principles of Macroeconomics MUS 205 – Legal Issues in Music, Entertainment, and the Arts MUS 335 – Music Business MUS 336 - Arts Management and Concert Promotion MUS/BUS 399 - Internship MUS 162 – Entrepreneurship for Creative Businesses** MUS 408 – Current and Future Issues in the Music Industry** **Students may substitute 4 credits of business elective (chosen in consultation with the faculty adviser) in place of MUS162 and MUS408 12 elective credits in MUS or 8 semester credits in MUS credits and 4 semester credits in MUE (8 credits must be in residence at Augsburg), selected from: MUS 101 - Materials of Music I MUS 102 - Materials of Music II MUS 111 - Aural Skills I MUS 112 - Aural Skills II MUS 130 - Introduction to Music in the Fine Arts MUS 220 - Worlds of Music MUS 241 - History of Jazz (other MUS courses as approved by advisor) *Music Business majors may substitute BUS 254 in place of BUS 242 or 200. 94 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses. The Quantitative Reasoning (QR) graduation skill is met by completing two courses: MIS 260 (QF) and either MIS 264 or MIS 379 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Combined Major in Business Administration and Economics Eleven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics or FIN 331 - Financial Management One other upper division BUS, ACC, FIN, MIS, or MKT course ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One other upper division ECO course Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the combined major in Business Administration and Economics. The Quantitative Reasoning (QR) graduation skill is met by completing: ECO 112 or 113 (QF) and either MIS 379, ECO 318, or ECO490 (QA). Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. Minor in Business Administration (open to non-business majors only) Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing MIS 379 - Quantitative Methods for Business and Economics or MIS 264 - Statistical Literacy for Managers or FIN 331 - Financial Management ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Other configurations may be permitted with approval of the department chair. 95 Business Minor for Science Majors (open only to students majoring in Biology, Biopsychology, Chemistry, Computer Science, Mathematics, or Physics) Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or BUS 254 - Entrepreneurship ECO 113 - Principles of Microeconomics MKT 252 - Principles of Marketing PHI 120 – Ethics BUS 399 – Internship or BUS 397 - Internship Minor in Music Business The Music Business minor is a course of study designed both for the music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the music and business departments. See the Music Department for requirements. For a complete list of courses and descriptions, see the Course Description Search. 96 Accounting Accountants perform an important function in society by providing high-quality financial information. Augsburg Accounting majors learn the requisite skills to do this through the study of theories and practices associated with the areas of financial accounting, managerial accounting, tax accounting, and auditing. In addition, Accounting majors take courses in other business areas necessary so that they have a broad understanding of how accounting serves the needs of business managers and others who rely on accounting information. Students completing the Accounting major will be prepared for entry-level positions as auditors and public accountants, management accountants, tax accountants, and internal auditors. Their education will give them knowledge and skills to work as accountants in business, government, and nonprofit organizations and to work in other positions requiring engagement with financial information. The Augsburg Accounting major also provides students with the accounting and business coursework required to take the Uniform Certified Public Accountant (CPA) exam. Students can sit for the CPA exam after they have completed their Bachelor of Arts in Accounting. Students should note, however, that in order to be licensed as a CPA they must have completed a total of 150 credit hours in either undergraduate or graduate coursework and have one year of relevant work experience in auditing or taxation. Students will also have met the coursework requirements to take the Certified Management Accountant (CMA) exam. Accounting majors are encouraged to consider taking one of the professional accounting examinations upon graduation. Students interested in learning more can find information at the following websites: CPA exam general information: www.aicpa.org/BecomeACPA/Pages/BecomeaCPA.aspx State of Minnesota CPA exam requirements: www.revisor.mn.gov/rules CMA exam: www.imanet.org/cma_certification Degree and Major Requirements Accounting Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Accounting Courses Nine courses including: ECO 112 - Principles of Macroeconomics BUS 301 - Business Law MIS 379 - Quantitative Methods for Business and Economics ACC 322 - Accounting Theory and Practice I ACC 323 - Accounting Theory and Practice II ACC 324 - Managerial Cost Accounting ACC 326 - Tax Accounting ACC 423 - Auditing ACC 425 - Advanced Accounting 97 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Joint Bachelor of Arts in Accounting and Master of Arts in Leadership A BA in Accounting and an MA in Leadership (MAL) can be earned in this five-year program designed for students who wish to qualify for CPA certification and obtain a Master’s degree. By the end of the fifth year and successful completion of all requirements, the student receives both a BA in Accounting and an MA in Leadership and will have fulfilled the 150-hour requirement to qualify for the CPA certification. Refer to the Graduate Studies Catalog for a complete list of courses. It is recommended that students meet with an Accounting advisor to create an effective plan for successful completion of the five-year program. Accounting students planning to pursue the five-year degree must apply for admission to the MAL program at the end of their junior year. The application process includes submission of:        Completed application form Two letters of recommendation (one from an Augsburg professor and one from an employer) Personal statement Endorsement from Stuart Stoller, Program Coordinator Example of their writing in an academic paper GPA of at least 3.30 Interview with the Director of the MAL program Students must also have faculty endorsement from the Accounting program. Students must complete at least one year of accounting work experience (either a job or internship) by the time they graduate from the MAL program. Program Coordinator: Stu Stoller Minor in Accounting Six courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting ACC 322 - Accounting Theory and Practice I ACC 323 - Accounting Theory and Practice II ACC 324 - Managerial Cost Accounting One of the following: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MIS 379 - Quantitative Methods for Business and Economics For a complete list of courses and descriptions, see the Course Description Search. 98 Finance The Finance major prepares students for professional careers in corporate finance and the financial services industry. Augsburg Finance majors learn requisite skills through courses focused on financial theory and practice, investment and portfolio theory, intermediate accounting theory, money and banking, and international finance. In addition, Finance majors take courses in other business areas necessary so that they have a broad understanding of how finance serves the needs of business managers and others who rely on financial information. Besides careers in the finance/accounting area in all businesses large and small, this major leads to careers in banking, asset management, insurance, and investment banking. Students will gain the knowledge and skills to work as financial analysts and financial managers in business, government, and nonprofit organizations, and to work in other positions requiring engagement with financial information. Students are encouraged to complete an internship prior to graduation. Proficiency in the use of spreadsheets such as Excel is expected. Coursework provides a foundation for graduate school and professional career examinations such as the Chartered Financial Analyst (CFA), conducted by the CFA Institute, and the Certified Financial Planner (CFP). Degree and Major Requirements Finance Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Finance Courses Eight courses including: ECO 112 - Principles of Macroeconomics BUS 301 - Business Law MIS 379 - Quantitative Methods for Business and Economics ACC 322 - Accounting Theory and Practice I FIN 433 - Financial Theory: Policy and Practice FIN 438 - Investment Theory FIN 460 - International Finance ECO 315 - Money and Banking Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 99 International Business The objective of the international business major is to prepare students for the increasingly competitive and interdependent international business world with which they must cope. It is absolutely necessary for American graduates to be fully informed about how to compete and do successful business outside the US as well as in the US market where much of their competition is from foreign firms. Students will learn about business transactions between and within countries, exchange rates, the laws and logistics of international trade, and investments made in foreign markets. Knowledge of other cultures is crucial to being a successful international business person. Besides your studies in business, finance, banking, and the like, you will also learn about different cultures and societies. A major in international business will lead you to exciting careers in a global context. Degree and Major Requirements International Business Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required International Business Courses Six courses including: MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics BUS 362 - International Business BUS 465 - International Management ECO 112 - Principles of Macroeconomics MKT 466 - International Marketing One additional upper division course in either international business or international economics. Options include: ECO 360 - International Economics ECO 370 - International Economic Development FIN 460 - International Finance Students must also complete three semesters of a foreign language (or equivalent). This does not include American Sign Language. The language requirement may be waived for international students. Contact the International Business coordinator for details on language equivalents or other configurations, including transfer equivalencies. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the international business major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 100 Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. Minor in International Business Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics Three courses in International Business (one may be in international economics). Options include: BUS 362 - International Business BUS 465 - International Management ECO 360 - International Economics ECO 370 - International Economic Development FIN 460 - International Finance MKT 466 - International Marketing Students should consult the area coordinator concerning acceptable alternatives in international economics. For a complete list of courses and descriptions, see the Course Description Search. 101 Management The major in management prepares the student for a wide variety of careers in supervision and senior management. Peter Drucker once commented that effective management is probably the main resource of developed countries and the most needed resource in developing ones. The role of a manager is to guide the organization and its employees toward the accomplishment of goals. The skills developed in the study of this major are applicable in businesses of any size and in both the for-profit and nonprofit sectors. In addition to the general business core courses, students take courses in human resources, strategy, international management, project management and/or quantitative methods of management. Degree and Major Requirements Management Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Management Courses Six courses including: ECO 112 - Principles of Macroeconomics MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics BUS 340 - Human Resource Management BUS 440 - Strategic Management BUS 465 - International Management MIS 376 - Project Management or ECO 318 - Management Science Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the Management major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 - Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. For a complete list of courses and descriptions, see the Course Description Search. 102 Management Information Systems The major in Management Information Systems prepares students for professional careers in information systems such as application developer, business systems analyst, IT consultant, or project manager. MIS studies information systems as both a resource and a tool for decision-making. Students learn to analyze and evaluate existing systems and to design and develop new systems. MIS is an extensive major and includes courses from Computer Science, Economics, Business, Accounting, Finance, and Marketing as well as from MIS. Degree and Major Requirements Management Information Systems Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required MIS Courses Nine courses including: MAT 171 - Discrete Mathematics for Computing MIS 270 - Data Management for Business MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics MIS 375 - E-Commerce MIS 376 - Project Management MIS 475 - Systems Analysis and Design MIS 476 - Information Systems Projects CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming or CSC 240 - Introduction to Networking and Communications Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone Requirement. 103 Minor in MIS Six courses including: ACC 221 - Introduction to Financial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation or MKT 252 - Principles of Marketing ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business Two courses selected from: MIS 270 - Data Management for Business MIS 375 - E-Commerce MIS 376 - Project Management or ECO 318 - Management Science For a complete list of courses and descriptions, see the Course Description Search. 104 Marketing The Marketing major prepares students for professional careers in a wide variety of marketing functions within both businesses and nonprofit organizations. Career avenues include marketing research, product management, marketing communications (such as advertising, public relations and sales promotion), and sales. Marketing courses focus on integrating both theory and practical applications, with an emphasis on hands-on projects. Augsburg’s metropolitan location makes it easy for marketing students to complete marketing plans, research studies, and other projects for leading Twin Cities companies and nonprofit organizations, and provides opportunities for working in the marketing field after graduation. Degree and Major Requirements Marketing Major Business Core Requirements Seven courses including: ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation ECO 113 - Principles of Microeconomics FIN 331 - Financial Management MIS 260 - Problem Solving for Business MKT 252 - Principles of Marketing Required Marketing Courses Eight courses including: ECO 112 - Principles of Macroeconomics MIS 264 - Statistical Literacy for Managers or MIS 379 - Quantitative Methods for Business and Economics BUS 301 - Business Law MKT 352 - Marketing Research and Analysis MKT 450 - Marketing Management MKT 466 - International Marketing MKT 350 - Consumer Behavior or MKT 354 - Sales Management MKT 355 - Marketing Communications or MKT 357 - Advertising Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Note: All business majors are encouraged to take KEY 490 Vocation and the Meaning of Success to fulfill the Augsburg Core Curriculum Senior Keystone requirement. 105 Minor in Marketing Five courses including: MKT 252 - Principles of Marketing MKT 352 - Marketing Research and Analysis MKT 355 - Marketing Communications or MKT 357 - Advertising Two additional marketing courses For a complete list of courses and descriptions, see the Course Description Search. 106 Chemistry Chemistry is the science that examines and works toward understanding matter and changes in matter. Chemistry has been described as the central science because matter includes the entire physical world, such as the things we use, the food we eat, and even ourselves. Correlating the insights of chemistry with physics, mathematics, and molecular biology opens vistas that excite and offer opportunities to benefit the entire world. Chemists as scientists must be knowledgeable in fact and theory for solving scientific problems and also capable of providing a public understanding of their work, including potential problems as well as benefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts as offered in the general education curriculum are imperative if a chemist is to be both truly human and truly scientific. Augsburg’s Chemistry department is approved by the American Chemical Society (ACS) and offers a Chemistry major that meets the chemistry background required by many fields. Consonant with these ideals, the Chemistry Department has established the following objectives to help its students develop into mature scientists:     To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS Chemistry major to compete successfully with their peers of similar ability in graduate school or research positions, as well as professional goals other than traditional positions as chemists. To provide an atmosphere of learning so that students will want to remain lifelong learners, thereby remaining competent in their field, however that may change after graduation, and be able to move into new areas as opportunities arise. To encourage students to take a broad view of their education and to integrate outside study areas with the sciences. To present the excitement of chemistry to non-science majors as an example of the methodology of the natural sciences in examining the world around us. The presentation of major concepts underlying the changes in matter, the opportunity to examine change in the physical world, and the reflection of the implications and limitations of science in our society will enhance the ability of non-science persons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty Vivian Feng(Chair), Sandra L. Olmsted, Ron L. Fedie, Arlin E. Gyberg (Emeritus), David R. Hanson, Joan C. Kunz ,Michael Wentzel Degree and Major Requirements Bachelor of Arts CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics or CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Integrated Science or other approved Keystone CHM 370, or BIO 369, or other approved biochemistry or chemical biology course MAT 145 - Calculus I MAT 146 - Calculus II 107 PHY 121 - General Physics I PHY 122 - General Physics II One additional course from: CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 495 - Topics CHM 499 - Independent Study/Research PHY 317 - Biophysics Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. Teaching Licensure in Physical Science The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Chemistry for Pre-Professional Students Pre-medical students should plan to take at least three courses (and usually more) in Biology. Other pre-health and preprofessional students (physician assistant, pharmacy, engineering, etc.—see pre-professional program listings in the Academic Information section) should consult the Chemistry Department for assistance in course planning early in their college careers. Bachelor of Science (non-ACS-Approved) CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 370, or BIO 369, or other approved biochemistry or chemical biology course CHM 491 - Chemistry Seminar (four semesters) MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II SCI 490 - Integrated Science or other approved Keystone One of: CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics, CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy Three from these electives (12 semester credits) CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, 108 CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 495 - Topics in Chemistry CHM 499 - Independent Study/Research PHY 317 - Biophysics Bachelor of Science (American Chemical Society Approved Major) CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics, CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy, CHM 464 - Advanced Organic Chemistry CHM 481 - Instrumental Analysis CHM 482 - Advanced Inorganic Chemistry CHM 491 - Chemistry Seminar (four semesters) SCI 490 - Keystone CHM 370, or BIO 369, or other approved biochemistry or chemical biology course MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 121 - General Physics I PHY 122 - General Physics II One elective (4-semester-credits) from: CHM 367 - Properties of Polymers CHM 470 - Principles of Medicinal Chemistry CHM 495 - Topics in Chemistry CHM 499 - Independent Study/Research PHY 317 - Biophysics Recommended: PHY 245 - Modern Physics, additional mathematics, research experience, and computer proficiency. Because upper division courses have Mathematics and Physics prerequisites, students should plan to take MAT 145, 146 in the first year and PHY 121, 122 in the sophomore year. General Education Accommodation BS Chemistry majors are allowed a two-course reduction in the general education program. See Graduation Requirements modification section of this catalog. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the chemistry major for both BA and BS degrees. ENL 111 should be taken in the first year. The Speaking (S) skill is met through COM 115 (or COM 111 or HON 130 or other approved speaking course) and further developed in upper division chemistry courses. 109 Departmental Honors Full ACS major; GPA of 3.50 in Chemistry, Mathematics, and Physics; one course (4 semester credits) or summer of approved research; participation in seminar. Minor in Chemistry Five courses that must include: CHM 115, 116, CHM 353, and any two other Chemistry courses above 300. At least one of the 300-level courses must be taken at Augsburg. Other Requirements Students must earn a grade of 2.0 or better in each course that applies toward the major or minor in chemistry. At least two CHM courses numbered above 300 must be taken at Augsburg. A course must be completed with a grade of 2.0 or higher to count as a prerequisite for any chemistry course. A minimum GPA of 2.5 in chemistry courses is required for any chemistry major. Note: Other restrictions and prerequisites are in the course descriptions. Transfer students must consult with a Chemistry Department Advisor about potential adjustments to their course requirements for the major. For a complete list of courses and descriptions, see the Course Description Search. 110 Communication Studies Our discipline is grounded in rhetorical and scientific principles and is guided by the need to make communicative choices that are artful, ethical, and effective. Students who major in Communication Studies are concerned with interpersonal relationships, mass media, public advocacy and social influence, group and organizational dynamics, and intercultural dimensions of communication. Prospective majors should meet with a departmental advisor as early as possible to design an approved major program, preferably by the end of the sophomore year. Faculty Communication Studies Deborah Redmond (Chair), Kristen Chamberlain, Wesley Ellenwood, Robert Groven, Jenny Hanson, Anna Kudak, David Lapakko, Michelle Mcateer Film Studies Deborah Redmond (Program Director), Michael Burden, Robert Cowgill, Cass Dalglish, Wesley Ellenwood, Darcey Engen, Doug Green, Jenny Hanson, Elise Marubbio Degree and Major Requirements Communication Studies Major, BA For transfer students, at least six of these courses must be taken at Augsburg. Required of all Communication Studies majors: COM 111 - Public Speaking or COM 112 - Contest Public Speaking or COM 115 - Scientific and Technical Public Speaking COM 120 - Mass Media and Popular Culture COM 254 - Interpersonal Communication or COM 355 - Small Group Communication COM 280 - Introduction to Communication Studies COM 281 - Research Methods COM 329 - Intercultural Communication COM 351 - Argumentation COM 352 - Persuasion COM 490 - Keystone: Critical Conversations about Vocation A total of 3 electives must be taken from following categories (one course must be from COM): 1 to 3 electives from the following (May not count the same course twice): COM 247 - Documentary History and Theory COM 260 - Environmental Communication COM 299 - Directed Study COM 321 - Business and Professional Speaking COM 345 - Organizational Communication COM 399 - Internship COM 405 - Nonverbal Communication COM 415 - Advanced Critical Media Studies COM 480 - Public Relations/Promotional Communication 111 COM 495 - Communication Topics COM 499 - Independent Study 0 to 2 approved outside electives from another major, for example: ART 132 - Photography I ART 215 - Web Design I ART 225 - Graphic Design I BUS 242 - Principles of Management ENL 227 - Journalism ENL 228 - Broadcast and Online Journalism FLM 399 - Internship MKT 252 - Marketing Another course approved by Communication Studies department Communication Arts/Literature Teacher Licensure Major This major, which includes secondary education coursework and student teaching requirements in the Education Department, offers students the preparation necessary to become teachers of communication arts and literature in public schools and allows them to become licensed to teach at the middle school through the secondary level. Recommendation for teacher licensure is granted only to students who complete the requirements for this program with a minimum grade of 2.0 in major courses and with a minimum cumulative GPA of 2.50 in the major. All requirements in the major must be completed prior to student teaching. The course requirements for this program are listed in the English Department section of the catalog. Departmental Honors Departmental Honors is designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.50 GPA in the major and a 3.00 GPA overall, and, as part of their major program, complete a substantial independent project of honors quality (COM 499 registration). Honors candidates should meet with their faculty advisor prior to their senior year to develop a proposal for the honors project. Communication Studies Minor Six courses including: COM 111 - Public Speaking or COM 112 - Contest Public Speaking or COM 115 - Scientific and Technical Speaking COM 254 - Interpersonal Communication COM 280 - Introduction to Communication Studies COM 120 - Mass Media and Popular Culture or POL 342 - Mass Communication in Society COM 351 - Argumentation or COM 352 - Persuasion COM 355 - Small Group Communication or COM 345 - Organizational Communication Film Major The Augsburg Film major reflects our belief that students are transformed through a well-rounded curriculum that encourages creativity, critical analysis and inquiry, ethical considerations, and an understanding of the synergy between theory and practice. The major explores the tension between art and commerce through dialogues with film industry members, internship and mentorship opportunities, film symposia, and Study Abroad. Students will gain experience in scripting, directing, editing, and acting for both 16mm film and digital. Students will be introduced to the study of film 112 theory, criticism, and culture. Students are encouraged to double major or to seek minors in related fields such as Art, English, Theater, Communication Studies, American Indian Studies, and Gender, Sexuality, and Women’s Studies, to name a few. Required of all Film Majors: Nine Core Courses: FLM 180 - Film Sight and Sound FLM 216 - Film Production I FLM 260 - Documentary Production I FLM 420 - Issues in Contemporary Cinema FLM 490 - Film Studies Keystone: Critical Conversations about Film and Vocation COM 247 - Documentary History and Theory ENL 241 - Intro to Cinema Arts ENL 371 - History of Cinema THR 232 - Acting or THR 233 - Acting for Camera Three electives must be chosen from the two defined tracks below in consultation with your advisor, who is designated by the program director. Note that not all elective courses are offered every year, so alternatives within the track may have to be chosen. Track 1: Production Students interested in producing films or videos choose from: ART 132 - Photography ART 215 - Web Design I ART 315 - Web Design II ART 340 - Digital Imaging COM 243 – Studio Production ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting FLM 124- Monster Movies FLM 240- Animation FLM 312 - Film Production II FLM 348 - Intermediate Video Production FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study MUS 130 - Introduction to Music in the Fine Arts PHY 119 - Physics for the Fine Arts THR 328 - Theatrical Design Track 2: Theory and Culture Students interested in analysis of film, film genres, and cultural context choose from: AIS 264 - American Indian in the Cinema AIS 364 - Indigenous Filmmakers AIS 208/408 - Native American Women and Film ART 240 - Art History Survey ENL 221 - Intermediate Expository Writing About the Arts ENL 228 - Broadcast and Online Journalism ENL 229 - Screenwriting ENL 240 - Introduction to Literary Study 113 ENL 430 - Advanced Studies in Theory and Method FLM 124- Monster Movies FLM 399 - Internship FLM 495- Topics FLM 499 - Independent Study PHI 120 - Ethics PHY 119 - Physics for the Fine Arts REL 309 - Religion at the Movies SPA 248 - Spanish and Latin American Culture Through Film Film Minor: COM 120 - Mass Media and Popular Culture COM 247 - Documentary History and Theory ENL 241 - Introduction to Cinema Arts ENL 371 - History of Cinema FLM 180 - Film Sight and Sound FLM 420 - Issues in Contemporary Cinema Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: COM 281 (QF) and COM 352 (QFA) for Communication Studies majors and one of MAT 163 or PHY 119 for Film majors. Note: For transfer students, at least three of these six courses must be courses offered at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 114 Computer Science The Department of Computer Science at Augsburg strives to give students a sound theoretical and practical foundation in computer science. We offer both a BA and a BS major. The coursework provides students a strong foundation in computer science, with emphasis on concepts rather than applications. We encourage students to strengthen their coursework by electing an internship, undergraduate research experience, or cooperative education experience. Our location in the Twin Cities provides us with an excellent resource of such experiences for students, and allows them to add practical applications to their education. Computer Science Faculty Noel Petit (Chair), Larry Crockett, Erik Steinmetz, Shana Watters Degree and Major Requirements Computer Science Major, Bachelor of Arts CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I CSC 451 - Programming Languages and Compilers II MAT 114 - Precalculus (or MPG 4) MAT 171 - Discrete Mathematics for Computing (recommended) or MAT 145 Calculus I Two electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics and Computation At least one elective must be an upper division course. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR,) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by MAT 201, COM 111 or 115 (115 recommended) or a sequence of courses and presentations approved in consultation with the Computer Science department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computer Science Major, Bachelor of Science CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications CSC 320 - Algorithms 115 CSC 345 - Principles of Computer Organization CSC 385 - Formal Logic and Computation Theory CSC 450 - Programming Languages and Compilers I CSC 451 - Programming Languages and Compilers II MAT 145 - Calculus I MAT 146 - Calculus II Two courses from: MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures (recommended) MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences And three electives from: CSC courses above 200 PHY 261 - Electronics MIS 475 - Systems Analysis and Design MAT 355 - Numerical Mathematics and Computation At least two electives must be upper division courses. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The Speaking (S) graduation skill is met by: MAT 201, COM 111 or 115 (COM 115 recommended), or a sequence of courses and presentations approved in consultation with the Computer Science Department. Consult your faculty advisor for details. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Economics The Computational Economics major has been designed to serve students with need for some basic understanding of computer science and economics. The major requires six courses from Computer Science, six from Economics, and a required capstone independent study. Students interested in this major should consult with the faculty in Computer Science, in Economics, or one of the coordinators. Coordinators Jeanne Boeh, Department of Economics Noel Petit, Department of Computer Science Major in Computational Economics MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 240 - Introduction to Networking and Communications or CSC 320 - Algorithms or CSC 352 - Database Management and Design CSC 345 - Principles of Computer Organization ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics 116 ECO 313 - Intermediate Microeconomics ECO 315 - Money and Banking ECO 318 - Management Science CSC/ECO 499 - Independent Study Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Computational Philosophy Computational Philosophy emphasizes areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The major requires seven courses from computer science, six from philosophy, and a required capstone topics course. Students interested in this major should consult with the faculty in computer science, in philosophy, or one of the coordinators. Coordinators David Apolloni, Department of Philosophy Noel Petit, Department of Computer Science Major in Computational Philosophy MAT 171 - Discrete Mathematics for Computing or MAT 145 - Calculus I CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming CSC 210 - Data Structures CSC 320 - Algorithms CSC 373 - Symbolic Programming and Artificial Intelligence CSC 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-Century Philosophy PHI 365 - Philosophy of Science PHI 410 - Topics in Philosophy or CSC 495 - Advanced Topics in Computer Science One upper division elective in philosophy Graduation Skills The Speaking (S), Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Departmental Honors GPA of 3.50 in Computer Science major courses, GPA of 3.10 overall, and an independent study project. 117 Computer Science Minor Six courses including CSC 160, 170, 210, 345, one additional upper division Computer Science course, and one of MAT 171 or MAT 145. Course Grading A course must be completed with a grade of 2.0 or higher to be counted as completing a major or minor requirement. For a complete list of courses and descriptions, see the Course Description Search. 118 Economics The Department of Economics offers a program that stresses a strong theoretical background, quantitative analysis, and an emphasis on national and international issues. Students who graduate with an economics major are well prepared to continue their education in a variety of fields or to work successfully in business and government because of the strong liberal arts emphasis within the major. The department offers six majors: Economics, Applied Economics, Mathematical Economics, Business and Economics, Computational Economics, and Economics and Political Science (Education majors only). The Economics major and the Applied Economics majors lead to careers in the business world or government. The Mathematical Economics major is designed for students who intend to attend graduate school in economics or another quantitative field such as finance or operations research. It is also designed to serve students to work in quantitative fields immediately upon graduation, e.g., research analysts or actuaries. Computational Economics provides a liberal arts entry into the field of computer science. The combined Economics/Business Administration major allows students great flexibility in order to explore both fields. Finally, the teaching major in Political Science/Economics allows secondary education licensure students to obtain a solid background for teaching economics. The study of economics provides a firm foundation for confronting change because it presents a disciplined way to analyze and make choices. An Economics major prepares students for community leadership and leads to a great diversity of career opportunities including law, teaching, journalism, and private and public international service. Pre-law and potential Master of Business Administration students are especially encouraged to consider Economics as a major or a minor. Students are able to combine an Economics major with other disciplines such as Business Administration, International Relations, Mathematics, Management Information Systems, Political Science, History, and area study programs. Students who are interested in any type of quantitatively-oriented graduate program in economics or in business are encouraged to either major or minor in Mathematics. These students should also take courses in Computer Science. Consult an advisor for specific course suggestions. For the Economics and Applied Economics majors, the capstone experience is ECO 490 - Research Methods in Econometrics. Students in other majors should consult their advisor for alternatives. Internships are recommended. Students must consult with the department chair and the Strommen Center before registering for an internship for academic credit. Note: Transfer students must complete at least three upper division economics courses for a major and two for a minor. Transfer classes must have been completed in the last 10 years with at least a 2.0 grade. Economics Faculty Keith Gilsdorf (Chair), Jeanne Boeh, Stella Hofrenning, Bernard Walley Degree and Major Requirements Major in Economics, BA ECO 112- Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 490 - Research Methods in Econometrics Three upper division economics electives MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business or MAT 163 - Introductory Statistics MAT 114 - Precalculus or MAT 145 - Calculus I 119 or MAT 146 - Calculus II Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Applied Economics, BA ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics ECO 318 - Management Science ECO 350 - Labor Economics ECO 360 - International Economics ECO 490 - Research Methods in Econometrics ECO 399 - Internship Program or ECO 499 - Independent Study MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business or MAT 163 - Introductory Statistics ENL 223 - Writing for Business and the Professions PHI 120 - Ethics or PHI 125 - Ethics and Human Identity Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Computational Economics, BA See Computer Science. Combined Major in Economics and Business Administration, BA Five Economics courses and supporting courses in other departments: ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ACC 221 - Introduction to Financial Accounting ACC 222 - Introduction to Managerial Accounting BUS 242 - Principles of Management or BUS 200 - Exploring Business as a Vocation MKT 252 - Principles of Marketing FIN 331 - Financial Management or MIS 379 - Quantitative Methods for Business and Economics and MIS 260 - Problem Solving for Business One upper division Economics course elective One upper division Business elective 120 Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing two courses: (1) ECO 112 or 113 (QF) and (2) MIS 379 or ECO 318 or ECO 490 (QA). Consult your department chair or academic advisor if you wish to choose an alternative approach to meeting the QR graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Major in Mathematical Economics, BS ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics ECO 416 - Mathematical Economics ECO 490 - Research Methods in Econometrics MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 373 - Probability and Statistics I MAT 374 - Probability and Statistics II MAT 324 - Analysis or MAT 369 - Modeling and Differential Equations in the Biological and Natural Sciences or MAT 377 - Operations Research Two upper division economics course electives Recommended Courses: CSC 160 - Introduction to Computer Science and Communication CSC 170 - Introduction to Programming Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teacher Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students, therefore, should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Teaching Major in Political Science and Economics See Political Science. Departmental Honors GPA of 3.50 in the major and 3.00 overall; a senior thesis and comprehensive oral examination in the major field of concentration. 121 Minor in Economics ECO 112 - Principles of Macroeconomics ECO 113 - Principles of Microeconomics ECO 312 - Intermediate Macroeconomics ECO 313 - Intermediate Microeconomics One additional upper division economics course Other configurations may be permitted by consulting with the department chair. Note: Students who plan to major in the department are strongly encouraged to select a faculty advisor as soon as possible in order to carefully plan their program of study. For a complete list of courses and descriptions, see the Course Description Search. 122 Education The Department of Education maintains liberal arts-based teacher education programs that are accredited by the Minnesota Board of Teaching and National Council for Accreditation of Teacher Education (NCATE). These programs lead to recommendation for licensure to the State of Minnesota for:      Elementary (grades K-6) Secondary—grades 5-12 in communication arts/literature, health, mathematics, and social studies; grades 9-12 in life science, chemistry, and physics K-12 licenses in visual arts, physical education, music, English as a Second Language (ESL) and the NEW special education: Academic Behavioral Strategist (ABS) license. (Note the ESL and ABS programs are available in weekday evening program only*) General Science (5-8) initial license Optional endorsements for a K-6 elementary license include preprimary (ages 3-5), mathematics (grades 5-8), general science (grades 5-8), social studies (grades 5-8), or communication arts/literature (grades 5-8). Program Availability Degree and/or licensure programs are available in both the Day and AU (weekday evening*) programs. Augsburg Undergraduate (AU) degree and licensure programs are limited to elementary, secondary communication arts/literature and social studies, and K-12 visual arts, ESL and ABS. Additional licensure programs are available through the Day program and open to AU students who can take courses on a weekday schedule. All prerequisite courses, elementary core courses, and professional education courses are available on a weekday evening schedule*. P-12 field service requirements associated with courses and student teaching must be completed during regular P-12 school hours. All students must have some time available each term for field service in P-12 educational settings. Graduate Master of Arts in Education A graduate level licensure option is available in the AU* program to those already holding a BA/BS degree. Graduate courses taken for licensure can be applied to a Master of Arts degree in Education (MAE). Licensure only Students who have completed a BA/BS degree may complete a licensure only program within the day or AU* undergraduate program. Contact the Education Department or the Office of Admissions for information. Program Overview Students in all degree and/or licensure programs must apply for acceptance into the Education Department prior to beginning most 300-400 level courses. (EDC 310 may be taken prior to admission). All students are required to meet the statutory requirements for a skills exam in reading, writing and math. The Minnesota Basic Skills requirement may be met by providing passing scores on one of the three test batteries (MTLE, SAT, or ACT Plus Writing). Additional criteria for acceptance into the Education Department are available through the department website. Students complete a semester of full-time student teaching at the conclusion of their degree and/or licensure. Students must complete the EdTPA during their student teaching semester. State law requires passing appropriate exams (basic skills, pedagogy, and content exams) prior to recommendation for licensure. Students who entered Augsburg College under earlier catalogs must comply with the requirements of the new licensure programs. The Education Department offers non-licensure majors in Elementary Education and Education Studies. Contact the department for details. The department also offers a Special Education minor which is described at the end of this section. 123 Students are assigned an Education Department program advisor upon request or at the outset of EDC coursework. All students are expected to become knowledgeable about programs and follow through with department policies. Handbooks outlining programs and policies are available through the Education Department and website. Student Teaching Abroad Selected Education Department students may participate in an international student teaching program. Those interested in further information should contact the Education Department at least one year prior to student teaching. Students who teach abroad will do part of their student teaching in the Twin Cities area under direct Augsburg faculty supervision. Education Faculty Margaret Finders (Chair), Kathy Accurso (Rochester), Chris Brown, Joseph Erickson, Jeanine Gregoire, Audrey Lensmire, Rachel Lloyd, Cari Maguire, Susan O’Connor, Vicki Olson, Donna Patterson, Christine Peper, Christopher Smith, Diane Vodicka, Barbara West 124 Elementary Education Major and Licensure Requirements Elementary Education majors are required to complete the following non-major and major courses. To be licensed they must also complete a student teaching experience. Degree-seeking students follow the Bachelor of Science Liberal Arts Foundation requirements. Non-departmental Core Courses These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Math sequence for students (Do NOT take if seeking 5-8 math endorsement.) MPG 3 pre-requisite. MAT 137 - Mathematics for Elementary Teachers I (fall) MAT 138 - Mathematics for Elementary Teachers II (spring) Science sequence for students (Do NOT take if seeking 5-8 general science endorsement.) Option A is for Day students who do not have college-level science courses in their background. BIO 102 - The Biological World or ENV 120 - Environmental Science and PHY 203 - Physics and Earth Science for Elementary Education Teachers Option B is for weekday, AU*, and/or transfer students with at least one college-level science course accepted in transfer, or for weekday students who have already started this sequence. PHY 203 - Physics and Earth Science for Elementary Education Teachers or EED 203 - Physical Science for Elementary Teachers (summer session, Time 1 only) and EED 200 - Elementary Education Earth Science (summer session, Time 2) and BIO 102 - The Biological World or ENV 120 - Environmental Science Option C (Rochester only). SCI 110 - Natural Science I (Physical Science) SCI 111 - Natural Science II (Biological and Earth Science) Major Courses Foundations Block I EDC 200 - Orientation to Education in an Urban Setting** EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World (Freshman only) or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EED 225 - Foundations of Literacy 125 Foundations Block II EDC 310 - Learning and Development in an Educational Setting** Methods Block I (Courses from this point on require admission to the department) EED 311 - K-6 Methods: Health EED 312 - K-6 Methods: Physical Education EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 386 - K-6 Methods: Children’ Literature Methods Block II EED 336 - Advanced Literacy Methods** EED 341 - K-6 Methods: Art EED 342 - K-6 Methods: Music EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EED 370 - K-6 Methods: Social Studies/Thematics EED 380 - Kindergarten Methods** Capstone Block EDC 410 - Learners with Special Needs** EDC 490 - School and Society Student Teaching Block Student teaching is required for licensure. Students with an Elementary major who do not complete student teaching can graduate through the Elementary Education non-licensure major. EED 481, 483, 485 - Student Teaching: Elementary K-6 EED 489: Teacher Performance Assessment and Student Teaching Seminar Endorsements (optional to add on to elementary license, secondary biology, chemistry, physics) Communication Arts (5-8) ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study COM 254 - Interpersonal Communication or COM 329 - Intercultural Communication or COM 351 - Argumentation or COM 355 - Small Group Communication EED 331 - Middle School Methods Writing ESE 300 - Reading/ Writing in the Content Area** ESE 350 - 5-12 Methods: Literature and Reading** Student Teaching—five weeks Social Studies (5-8th grade) POL 121 - American Government and Politics HIS 120 - America to 1848 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States ECO 113 - Principles of Microeconomics HIS 103 - The Modern World 126 or HIS 104 - The Modern Non Western World or PSY 105 - Principles of Psychology or SOC 121 - Introduction to Sociology or ANT 141 - Introduction to Cultural Anthropology ESE 220 - Introduction to Human Geography ESE 300 - Reading/Writing in the Content Area** ESE 311 - Middle School Methods: Social Studies** Student Teaching—five weeks Mathematics (5-8th grade) MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I MAT 163 - Introductory Statistics or MAT 248 Biostatistics MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 300 - Reading/Writing in the Content Area** ESE 331 - Middle School Methods: Mathematics** Student Teaching—five weeks General Science (5-8th grade) BIO 102 - The Biological World BIO 121 - Human Biology CHM 115 - General Chemistry I CHM 116 - General Chemistry II PHY 116 - Introduction to Physics SCI 106 - Introductory Meteorology Geology - (take elsewhere—see Education Department for suggestions) ESE 300 - Reading/Writing in the Content Area** ESE 341 - Middle School Methods: Natural Science** Student Teaching—five weeks Preprimary Teaching (age 3-5) (Currently not accepting admissions.) PSY 250 - Child Development SOC 231 - Family Systems: Cross Cultural Perspectives (Day) or SPE 490 Parent and Professional Planning (WEC) ECE 345/545 - Foundations of Preprimary Education (fall)** ECE 346/546 - Learning Environments for Preprimary-aged Children (spring)** ECE 347/547 - Immersion and Teaching Competence (summer)** ECE 488, 489 - Student Teaching: Preprimary (7 weeks in preprimary or kindergarten, 7 weeks in a grade 1-6) Graduation and Licensure/ Endorsement Requirements A minimum GPA of 2.50 overall, 2.50 in the major, 2.00 in the specialty area, and grades of P in student teaching courses are required for licensure as well as 2.0 or better in all required core, specialty, and education major courses. The equivalent of two full courses graded P/N, plus student teaching, is the maximum allowed within the Elementary Education major requirements. Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. 127 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 128 K-12 English as a Second Language The K-12 English as a Second Language (ESL) undergraduate major is available as an initial license as well as an endorsement to an existing license. This license qualifies teachers to work with K-12 students for whom English is a second language across a range of subject areas. A prerequisite to program admissions is two years of high school level or one year of college level language instruction. The K-12 ESL program is offered in a hybrid format with a mix of face-to-face and online instruction throughout the semester. Program courses are offered in a weekday evening* framework during the academic year and summer semester to make them accessible to working adults. Major and Licensure Requirements Required Non-major Courses: HPE 115 - Chemical Dependency Education ENL 111 - Effective Writing Modern language pre-requisites (2 years high school or 1 year college language) Required Education Courses for ESL: EDC 200 - Orientation to Education in an Urban Setting** EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting* EDC 410 - Learners with Special Needs** ESE 325 - Creating Learning Environments ** EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** ESL Major Courses ESL 310 - Second Language Acquisition ESL 320 - Introduction to Linguistics ESL 330 - History and Structure of the English Language ESL 340 - ESL Literacy** ESL 410 - ESL Testing and Evaluation ESL 420 - ESL Methods ** ESL 490 - Language, Culture, and Schools (Keystone requirement) ESL 481, 483 - Student Teaching: Elementary ESL 485, 487 - Student Teaching: Secondary ESL 489 - Teacher Performance Assessment and Student Teaching Seminar Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 129 Secondary Education It is the responsibility of each student to meet all specific requirements of the Education Department and the subject area major. Secondary and K-12 licensure students are expected to have advisors in both their subject area major and in the Education Department. K-12 licensure is available in art, music, health and physical education. A 5-12 secondary licensure program is available in communication arts/literature, mathematics, and social studies. A 9-12 secondary licensure program is available in life science, chemistry, and physics with an additional general science endorsement for grades 5-8. Licensure requirements in the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department licensure program. These requirements are: bachelor’s degree, academic major in an approved teaching area, and completion of an approved licensure program. Consult with your subject matter advisor for Graduation Skills requirements in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W). Major and Licensure Requirements Non-Departmental Requirements ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education Program Requirements Foundations Block I EDC 200 - Orientation to Education in an Urban Setting** EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (EDC 110 Teaching in a Diverse World (Freshman only) or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology Foundations Block II EDC 310 - Learning and Development in an Educational Setting** Courses from this point and on require admission to the Education Department. Methods Block I ESE 300 - Reading/Writing in the Content Area** ESE 325 - Creating Learning Environments** Methods Block II ESE 3XX - K-12 or 5-12 Methods in Content Area** Capstone Block EDC 410 - Learners with Special Needs** EDC 490 - School and Society Student Teaching Block ESE 481, 483, 485 - Student Teaching: Secondary ESE 489 - Teacher Performance Assessment and Student Teaching Seminar A minimum GPA of 2.50 overall, 2.50 in education, 2.50 in the teaching major, and P (pass) in student teaching are required for licensure. All required major, non-departmental requirements, and education program courses must have a grade of 2.0 or better. 130 Art, Music, and Physical Education Licensure (K-12) Students preparing for licensure in one of these areas follow the Secondary Education program even though they may plan to teach at the elementary school level. A person with a major in one of these special areas will take three to four courses in student teaching and do some student teaching at both the secondary and elementary levels. Note: Recommendation for teacher licensure in music is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. Art, music, and physical education teacher education programs lead to licensure for grades K-12. Students may no longer license in a minor field of study. A graduate level licensure option is available through the AU* evening program. Licensure is obtained through a combination of graduate and undergraduate credits. Contact the Education Department or the Undergraduate and Graduate Admissions Offices for information. For a complete list of courses and descriptions, see the Course Description Search. 131 Special Education: Academic Behavioral Strategist The special education ABS major is available only through the AU* program. This major is ideally suited to people who are currently working in schools with K-12 special education students. Students must complete field service requirements in K-12 special education and general education mainstreamed settings as part of course and program requirements; field service requirements are during the regular school times and calendar year. A graduate-level licensure option is available through AU*. Licensure is obtained through a combination of graduate and undergraduate credits. Special Education Coordinator: Susan O’Connor Major and Licensure Requirements Special Education Major Non-departmental core courses - These requirements should be taken during freshman/sophomore year; many of these courses will also fulfill liberal arts requirements: ENL 111 - Effective Writing HPE 115 - Chemical Dependency Education MAT 137 - Mathematics for Elementary Teachers I (MPG 3 prerequisite) Required Education Courses for ABS: EDC 200 - Orientation to Education in an Urban Setting** EDC 211 - Minnesota American Indians and EDC 210 - Diversity in the School (or EDC 110 Teaching in a Diverse World Freshman only) or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting** EED 225 - Foundations of Literacy (Students must be admitted to Education Department to take courses beyond this point) EED 325 - K-6 Methods: Literacy EED 326 - Elementary Reading K-6 Field Experience** EED 336 - Advanced Literacy Methods** EED 350 - K-6 Methods: Mathematics** EED 360 - K-6 Methods: Science** EDC 410 - Learners with Special Needs** EDC 330 - Building the Public Good: Public Achievement and Organizing I EDC 331 - Practicum in Public Achievement I EDC 332 - Building the Public Good: Public Achievement and Organizing II EDC 333 - Practicum in Public Achievement II SPE 410 - Implementing Assessment Strategies SPE 411 - Etiology and Theory of Mild to Moderate Disabilities SPE 415 - Theory to Practice SPE 425 - Transition and Community SPE 430 - Instructional and Behavioral Practices SPE 490 - Parent and Professional Planning SPE 481, 483 - Student Teaching: Elementary SPE 485, 487 - Student Teaching: Secondary SPE 489 - Teacher Performance Assessment and Student Teaching Seminar 132 Graduation Skills Graduation Skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Special Education Minor The Special Education minor requires six courses (five plus one prerequisite psychology course) that encompass an interdisciplinary perspective on the field of disability. The minor is designed to fit the needs of students in various disciplines interested in disability issues. This minor is available through the weekday program. Required courses: EDC 410 - Learners with Special Needs** EDU 491 - Practicum and Seminar in Special Education** PSY 105 - Principles of Psychology SOC 231 - Family Systems: A Cross-Cultural Perspective Choose one from the following: PSY 250 - Child Development PSY 252 - Adolescent and Young Adult Development PSY 253 - Aging and Adulthood Choose one from the following: PSY 357 - Behavior Analysis PSY 359 - Assessment SOC 265 - Race, Class and Gender SWK 301 - History and Analysis of Social Policy Interested students should contact the director of Special Education at the outset of coursework For a complete list of courses and descriptions, see the Course Description Search. 133 Engineering Augsburg College has cooperative arrangements with two universities to allow students to earn a Bachelor of Arts degree from Augsburg College and an Engineering degree from either the University of Minnesota College of Science and Engineering, Minneapolis, or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering advisor is necessary. Applications for these programs require the recommendation of the Augsburg Engineering advisor. Contact Ben Stottrup, Physics Department, stottrup@augsburg.edu 612-330-1035. University of Minnesota The College of Science and Engineering and Augsburg cooperative arrangement provides for two dual degree engineering programs: Bachelor of Arts/Bachelor of Engineering (BA/BE) This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the College of Science and Engineering. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessary for final acceptance into the program. Formal application to the College of Science and Engineering may be completed during the second semester of the junior year at Augsburg. Bachelor of Arts/Master of Engineering (BA/ME) This program enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the College of Science and Engineering. The curriculum is the same as the BA/BE curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the university before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the BA/ME program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the College of Science and Engineering staff regarding courses that should be taken during the senior year at Augsburg. Participants in the BA/ME program are not guaranteed admission to the College of Science and Engineering. Michigan Technological University This program enables students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program will be considered for admission to the engineering school if they complete course requirements, have the requisite cumulative grade point average, and are recommended by the Engineering advisor of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg Engineering advisor. 134 Financial Aid Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. Degree and Major Requirements Minimum course requirements for admission to the dual degree or three-two programs: CHM 115 - General Chemistry I CHM 116 - General Chemistry II CSC 170 - Introduction to Programming ENL 111 - Effective Writing PHY 121 - General Physics I PHY 122 - General Physics II Four mathematics courses are required: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 369 - Modeling and Differential Equations or PHY 327 - Special Functions of Mathematical Physics Additional courses to meet general education requirements and a total of 24 courses at Augsburg. Normally MAT 145, 146, and PHY 121, 122 are taken in the first year. Students interested in chemical engineering also should take CHM 351, 352. For a complete list of courses and descriptions, see the Course Description Search. 135 English Through the study of English we witness life’s complexity, experience life as others do, and thus better understand the world in which we live and work. Literature helps us contemplate the pains and joys of human existence and allows us to frame human events within diverse world views. Those who study English typically believe that an intense concern for words, ideas, and images helps people understand who they are and who they can become. At the same time, the English Department’s emphasis on writing helps our students to clarify and share their thoughts. English relates closely to other majors. Like the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. Like psychology and sociology, English is concerned with individual and group behavior. Like philosophy, English is interested in ideas and in the relation between meaning and language. Like science, English is interested in discovering order and determining structures. Like speech and communication, English studies the effective use of language. Like history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in various cultures. Augsburg’s English Department integrates its programs with cultural opportunities available in this vital urban area. Plays, films, and readings are available near the campus, often within walking distance. English majors also have opportunities to use and refine their skills by working in internships on and off campus, tutoring English Language Learner (ELL) students, or tutoring in the Writing Lab. Students who complete an Augsburg English major pursue careers in elementary, secondary, and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English Faculty Dallas Liddle (Chair), John Schmit, Stephan Clark, Robert Cowgill, Cass Dalglish, Douglas Green, Colin Irvine, Kathryn Swanson, Mzenga Wanyama, Cary Waterman Degree and Major Requirements Choosing a Concentration Students majoring in English have the opportunity to choose one of three concentrations: literature, language, and theory; creative writing; and secondary licensure in communication arts/literature. While some of our courses explicitly address theoretical approaches to literature, especially those that examine race, class, and gender, all of our courses infuse these concerns in their engagement with primary works of fiction, poetry, creative nonfiction, film, and drama. All literature classes involve students in multiple forms of literary examination and are taught by professors who love teaching and who love literature. Our classes develop and demand the skills of aesthetic receptivity, perceptive and critical reading, open and clear speaking, and analytical and engaging writing—skills of the educated and employable citizen. English Major with a Literature, Language, and Theory Concentration The Literature, Language, and Theory concentration provides students various approaches to the study of the written word and visual text. Spotlight courses focus on specific authors, genres, or themes, and enable the discovery of new literary experiences. Courses in African American, Native American, Asian American, and postcolonial literatures reconfigure the nature of traditional literary studies. Survey courses in English, American, and world literatures are organized by historical periods and provide a classically structured framework of study. Courses in literary theory demand the intense and intellectually challenging engagement of text, culture, and self. The Literature, Language, and Theory concentration offers courses of study cross-listed with American Indian Studies, Art, Communication Studies, Film, Theater Arts, and Gender, Sexuality, and Women’s Studies. This concentration requires nine courses above ENL 111, or HON 111, or ENL 112 including: 136 ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts At least two 200-level literature courses as prerequisites for upper division courses in English. No more than two 200level literature courses may count for the major. At least five 300-level courses, with one each in British literature, American literature, and world literature. At least one 400-level course. Any 300-level course serves as a prerequisite for the 400-level. Minor in Literature, Language, and Theory Five courses above ENL 111, or HON 111, or ENL 112 are required, including: ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts Four literature, language, and theory courses, three of which must be upper division courses. English Major with a Creative Writing Concentration The English Creative Writing concentration helps students develop professional writing skills by focusing their efforts in the creative modes: poetry, fiction, creative nonfiction, playwriting, and screenwriting. Over the course of the major, students master terminology; engage the field’s aesthetic and ethical issues; and read and study the works of established writers. The creative writing concentration expands competencies in observation, research, and analysis that enable writers to gather and interpret material from a variety of sources and perspectives for their work; it attends particularly to the artistic aspects of the writer’s craft, such as form, affect, and revision. English majors in Creative Writing engage the interdisciplinary demands inherent in literary endeavors, including issues of design, and enhance their appreciation of the aesthetic possibilities inherent in the writing life. Creative Writing courses are taught by dedicated professors, who are themselves practicing writers. The writing concentration offers courses of study cross-listed with Art, Communication Studies, and Theater Arts. To complete this concentration students must take 10 courses above ENL 111, or HON 111, or ENL 112, including three literature, language, and theory courses. At least one of these must be at the 300-level or higher. ENL 220 - Intermediate Expository Writing or ENL 221 - Intermediate Expository Writing About the Arts ENL 226 - Introduction to Creative Writing ENL 320, 321 - Fiction One, Fiction Two or ENL 322, 323 - Poetry One, Poetry Two ENL 420 - Advanced Studies in Writing (Keystone) ART 215 - Web Design I or ART 225 - Graphic Design I One elective from: ENL 227 - Journalism ENL 228 - Broadcast and Online Journalism ENL/FLM 229 - Screenwriting ENL 320 - Fiction One ENL 322 - Poetry One ENL 324 - Creative Non-Fiction ENL/THR 325 - Playwriting I ENL 396 - Internship in Teaching Writing ENL 397/399 - Internship An approved ACTC creative writing course 137 Minors in Writing A minor with an open emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112, including at least one course from the 200-level and two from the 300-level. A minor with a creative emphasis requires five writing courses above ENL 111, or HON 111, or ENL 112 and must include ENL 226, and at least three upper division creative writing courses, two of which must be a 300 two-course writing sequence. A minor with a media emphasis requires six courses above ENL 111, or HON 111, or ENL 112, and must include ENL 227 or 228, ENL 427, one design course, and three upper division media writing courses. Communication Arts/Literature Teacher Licensure Major The Communication Arts/Literature Teacher Licensure concentration is for students who seek to be licensed to teach communication arts/literature in Minnesota. Students are encouraged to take courses toward their major during the first and sophomore years and to apply for the education licensure program no later than the spring of their junior year. Students in both programs must work with advisors in the English Department and the Education Department in order to meet the professional requirements within the Education Department as well as the requirements for the major. Should licensure not be possible, graduation can be achieved through an English major, which requires at least two additional, specific courses, or through a communication studies major. Prerequisite: ENL 111, or HON 111, or ENL 112 Major Requirements (eight courses in English): ENL 220 - Intermediate Expository Writing ENL 240 - Introduction to Literary Study ENL 365 - Contemporary Post Colonial Fiction ENL 380 - Introduction to the English Language ENL 396 - Internship in Teaching Writing One upper division ENL British literature course One upper division ENL American literature course One additional ENL literature, language, or theory course chosen from ENL360, 361, 362, 367, 368, 371, 385, 394, 410, and 430 Experiential Requirement (no credit): One college-level experience required in forensics, debate, newspaper, literary journal, or related activity (subject to departmental approval) Additional Courses (outside the English Department): COM 111 - Public Speaking COM 254 - Interpersonal Communication COM 351 – Argumentation One of COM 120, COM 243, or POL 342 Special Methods (two courses): ESE 350 - 5-12 Methods: Literature and Reading ESE 351 - 5-12 Methods: Speaking and Listening Additional ESE and EDC courses are required for licensure. See the Education Department section for a listing of secondary education licensure requirements. In addition to consulting your designated ENL advisor, contact an Education Department advisor for information about education courses. 138 Graduation Skills Graduation Skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. The Quantitative Reasoning (QR) graduation skill is met by completing the following courses: Concentrations in English Literature, Language, and Theory and in Creative Writing: QR/QFA: GST 200, MAT 163, or PHY 119; or QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, or PHY 116; and completion of QA: ENL 327 Communication Arts/Literature Teacher Licensure: QR:--QF: one of CHM 115, CHM 116, HON 220, MAT 114, MAT 129, MAT 137, MAT 138, MAT 145, MAT 146, MAT 163, MAT 173, or PHY 116; and completion of: QA: Please see department for QA requirement. Departmental Honors GPA of 3.5 in the major and 3.0 overall; submit proposal to department chair by early October in senior year for department approval. Submit and defend paper before faculty committee. Honors project may receive independent study credit (refer to departmental guidelines). Transfer Students Note: Transfer undergraduate English majors must take at least three of their English courses at Augsburg. Transfer students who minor in English must take at least two of their English courses at Augsburg. Transfer English education students with a BA in English from another college must take at least three of their English courses at Augsburg (preferably upper division courses). These courses must be taken before the department can recommend a student for student teaching. The English Placement Test A writing sample is required of students to determine their placement in an appropriate writing class. Students having completed AP (Advanced Placement) courses in composition must have a score of 4 or 5. Students who need to develop competence in composition skills—such as stating and supporting a thesis, organizing clearly, and constructing paragraphs and sentences—are required to enroll in Developmental Writing (ENL 101) where they receive more individual instruction than is possible in Effective Writing (ENL 111). These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111). Note: Students should register for ENL 101 during the first semester of attendance if possible. ENL 111, 112, or HON 111 should be completed, if possible, during the first year. Students in Developmental Writing (ENL 101), Effective Writing (ENL 111), HON 111, or ENL 112 can elect the traditional grading system or P/N grading in consultation with their instructor up through the last week of class (without special permission/petition). Students who choose to receive a traditional grade in either course will receive a grade of N (one time only) if their work is below a 2.0. A student who repeats ENL 101 or 111 and does not receive a grade of 2.0 or higher will receive a grade of 0.0. Service Courses The department offers these service courses for students as required by a placement test. 139 Literature, Language, and Theory Courses The 200-level courses in the literature, language, and theory track of the English major develop foundational competencies in reading and interpreting literary texts, and provide opportunities for diverse literary discovery. These courses require ENL 111, or HON 111, or ENL 112 as a prerequisite or co-requisite. Spotlight Courses Offered alternating terms. Content for each will vary by term—check online course descriptions. Upper Level Courses The 300-level courses in the literature track in English concentrate on primary texts in historical and cultural contexts. These courses ask students to practice interpreting literary texts by employing techniques, terminology, and research methods of the discipline, resulting in effective and substantive expository writing about the subject. Unless otherwise indicated, students must take ENL 220 or 221 (see writing courses), or one 200-level literature, language, or theory course, or gain consent of the instructor as a prerequisite. The 400-level literature, language, and theory courses emphasize scholarship, criticism, and theory, and ask students to write and speak professionally about literary texts. Any 300-level literature course or consent of the instructor serve as a prerequisite for the 400-level. One 400-level course must fulfill the keystone requirement. Writing Courses Note: First day attendance in all writing courses is mandatory for a student to hold his/her place in the course. For a complete list of courses and descriptions, see the Course Description Search. 140 Environmental Studies Environmental Studies is the interdisciplinary investigation of human relations with the natural world. The program pursues a multifaceted examination—across the natural sciences, social sciences, humanities, and professional studies— of the interdependence shared by people and nature. It provides an understanding of the material world as well as the ecological, social, and cultural processes and problems that bind that world together. Through the study of politics, biology, literature, chemistry, social work, economics, communications and history, Environmental Studies students focus on the most pressing local, regional, national, and global issues of our day. Augsburg College’s location in the city offers a particular opportunity for the close study of complex urban environments. Although many equate environmental issues with rural areas, most people live in cities. Urban residents shape nature in innumerable ways, including through energy, food, and water consumption; transportation; and industrial production. In turn, cities often serve as the settings in which environmental injustice flourishes. With that in mind, Augsburg’s Environmental Studies program fosters the simultaneous study of ecological quality and social justice. The program provides undergraduate training leading to a BA or a minor in Environmental Studies. Upon completion of the program, students will be able to comprehend ecological processes, recognize the many and varied forms of nature in the city, distinguish stakeholders’ interests in policy debates, decipher the context and variety of human experiences in nature, identify inequities in the access to and use of natural resources, and articulate responses grounded in multiple disciplinary insights to current urban environmental challenges. Drawing on their experiences in settings as diverse as the Cedar-Riverside neighborhood, the upper Mississippi River Valley, and Mexico, graduates of the program pursue vocations in nonprofit organizations, government policy and planning positions, law and graduate school, education, ministry, and corporate settings. Environmental Studies Faculty Christina Erickson (Social Work, Director), Matthew Beckman (Biology), Ralph Butkowski (Biology), Kristen Chamberlain (Communication Studies), Lars Christiansen (Sociology), Z. Vivian Feng (Chemistry), Nancy Fischer (Sociology), Keith Gilsdorf (Economics), David Hanson (Chemistry), Ann Impullitti (Biology), Colin Irvine (English), Joan Kunz (Chemistry), Michael Lansing (History), Emily Gaenzle Schilling (Biology/Environmental Studies), Joseph Underhill (Political Science), John Zobitz (Mathematics). Degree and Major Requirements Environmental Studies Major Standard Track Requirements: Core courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science SWK 210 - Environmental Justice and Social Change POL 241 - Environmental and River Politics or ENV 310 - Environmental Politics Field Seminar or POL 325 - Politics and Public Policy or POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) or SOC 381 - City and Regional Planning COM 260 - Environmental Communication or REL/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - US Urban Environmental History ECO 365 - Environmental Economics ENV Internship (ENV 396, 397, 398, or 399) ENV 490 - Environmental Studies Independent Project (Keystone) 141 or ENV 492 - The City and Environment Keystone Biology requirements: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II HECUA Track Requirements: ENV 100 - Environmental Connections SWK 210 - Environmental Justice and Social Change COM 260 - Environmental Communication or REL/WST 313 - Environmental Theology and Ethics (CGE) HIS 316 - US Urban Environmental History INS 345, INS 346, INS 399 - (HECUA Environmental Sustainability Semester, four courses: Adaptive Ecosystem Management; Social Dimensions of Environmental Change, Field/Research Methods and Investigation, Internship and Integration Seminar) ENV 490 - Environmental Studies Independent Project (Keystone) or ENV 492 - The City and Environment Keystone Biology requirements: BIO 151 - Introductory Biology BIO 152 - Ecology, Evolution, and Diversity BIO 481 - Ecology Chemistry requirements: CHM 115 - General Chemistry I CHM 116 - General Chemistry II Environmental Studies Minor Five courses: ENV 100 - Environmental Connections ENV 120 - Environmental Science Complete three courses from at least two of the four divisions: Humanities COM 260 - Environmental Communication ENL 270 - Themes HIS 316 - US Urban Environmental History REL/WST 313 - Environmental Theology and Ethics (CGE) Social Sciences ECO 365 - Environmental Economics ENV 310 - Environmental Politics Field Seminar POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL/WST 341 - Globalization, Social Struggle and the Environment (CGE) SOC 380 - Disaster and Resilience 142 Professional Studies SWK 210 - Environmental Justice and Social Change Natural Sciences BIO 152 - Evolution, Ecology, and Diversity BIO 481 - Ecology CHM 115 - General Chemistry I Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 143 Gender, Sexuality, and Women’s Studies The Gender, Sexuality, and Women’s Studies program provides students with the opportunity to examine critically women’s contributions and experiences in various historical and cultural contexts. This is an inter-college program with course offerings at Augsburg College, Hamline University, St. Catherine University, and the University of St. Thomas. Courses are drawn from many disciplines and combine theoretical, practical, and research components that focus not only on gender, but also acknowledge that race, class, and sexual identity are crucial aspects of women’s experiences. The Gender, Sexuality, and Women’s Studies program offers both a major and a minor, and provides students with academic preparation for careers in human services, education, and social work as well as graduate study. Faculty Adriane Brown (director), Kristin M. Anderson, Janelle Bussert, Kristin Chamberlain, Sarah Combellick-Bidney, Cass Dalglish, Ankita Deka, Jacqueline deVries, Grace B. Dyrud, Darcey Engen, Nancy Fischer, Doug Green, Milda Hedblom, Sophia Jacobsen, Michael Lansing, Barbara Lehmann, Lynne Lorenzen, Mary Lowe, Ann Lutterman-Aguilar, M. Elise Marubbio, Kathleen McBride, Sarah Myers, Norma Noonan, Pary Pezechkian-Weinberg, Timothy Pippert, Beverly J. Stratton, Kathryn Swanson, James Vela-McConnell, Mzenga Wanyama Degree and Major Requirements Major Ten courses that must include: WST 201 – Introduction to Gender, Sexuality, and Women’s Studies WST 315 or another mid-level course in feminist theory selected from an approved list WST 485 - Senior Seminar WST 199/399 - Internship* *WEC majors may take WST 499 (Independent Study) with a practical application in lieu of WST 199/399; interested students should speak with the WST director. The remaining six electives are to be selected from approved Gender, Sexuality, and Women’s Studies courses, and should include one course with a racial, ethnic, or global emphasis and one course with a sexuality emphasis. At least three of the six electives must be upper division courses. Students may take courses at any of the colleges participating in the Gender, Sexuality, and Women’s Studies program. However, at least three courses must be completed at Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies program coordinator. Both majors and minors are encouraged to participate in one of the gender-focused semester study abroad programs offered through Augsburg’s Center for Global Education. Two programs have been pre-approved for Gender, Sexuality, and Women’s Studies credit: Crossing Borders: Gender and Social Change in Mesoamerica (offered fall semester) and Migration and Globalization: Engaging Our Communities (offered spring semester). Graduation Skills The Speaking (S), Writing (W), and Critical Thinking (CT) graduation skills are embedded at all levels and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200 or MAT 163. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. 144 Minors and Concentrations Students majoring in Gender, Sexuality, and Women’s Studies can pursue a concentration in Sexuality and/or Global Women’s and Gender Studies. A concentration will be noted on the transcript at the point of graduation, not a minor. Gender, Sexuality, and Women’s Studies Minor Five courses that must include WST 201; WST 315; and three electives, one of which must be upper division. Courses may be taken from the other ACTC colleges as well as Augsburg. Each student’s program must have the written approval of the Gender, Sexuality, and Women’s Studies Program Coordinator. Sexuality Studies Minor or Concentration The 20-credit minor/concentration in Sexuality Studies offers students the opportunity to explore the history, social construction, and physiology of sexuality and to examine the cultural meanings of gender, sexual orientation, and sexual practice on a global level. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Sexuality Studies: WST 201 - Introduction to Gender, Sexuality, and Women’s Studies SOC 266 - Sociology of Sexualities WST 305 - Introduction to Queer Studies Elective Courses in Sexuality Studies: WST 250 - Global Perspectives on Gender and Sexuality WST 315 - Margins as Center: Feminist Theory HPE 316 - Human Sexuality WST 281/481 - Topics Global Women’s and Gender Studies Minor or Concentration The 20-credit minor/concentration in Global Women’s and Gender Studies offers students the opportunity to focus on women’s roles, experiences, and worldviews in a global context. Students are required to take three core courses plus two electives (one of which must be upper division), as follows: Core Courses in Global Women’s and Gender Studies: POL 359 - Topics: Women in Comparative Politics WST 201 - Introduction to Gender, Sexuality, and Women’s Studies WST 315 – Marg ins as Center: Feminist Theory Elective Courses in Global Women’s and Gender Studies: WST 250 - Global Perspectives on Gender and Sexuality WST 281/481 - Topics WST 313 - Environmental Theology and Ethics (CGE) WST 341 - Globalization, Social Struggles and the Environment (CGE) WST 357 - Mexican History, Culture and Cosmovision (CGE) WST 362 - Walking the Truth: Culture, Gender and Millennium Development Goals in Sub Saharan Africa WST 366 - Latin American Liberation Theologies (CGE) AIS 208/408 - Native American Women and Film AIS 233 - Women: A Cross-Cultural Perspective AIS 305 - Indigenous Issues of Central America AIS 320 - American Indian Women ENL 365 - Contemporary Post Colonial Fiction HIS 195 - Topics in History: Promoting Justice and Seeking Equality - Globalization and Women’s Grassroots Movements in Latin America 145 Students are strongly encouraged to study abroad or to take at least one travel seminar. Transfer Students Students who transfer to Augsburg College and wish to complete a major or minor in Gender, Sexuality, and Women’s Studies are urged to consult with the director of Gender, Sexuality, and Women’s Studies immediately upon transfer. The Gender, Sexuality, and Women’s Studies program has an articulation agreement with Century College and with Inver Hills Community College that governs students from these institutions with a Women’s Studies certificate who transfer to Augsburg. Transfers from other colleges and universities must consult with the director of Gender, Sexuality, and Women’s Studies for approval of courses for the major or minor. For a complete list of courses and descriptions, see the Course Description Search. 146 Health, Physical Education, and Exercise Science All students at Augsburg College will interact at some point during their college experience with the Department of Health, Physical Education, and Exercise Science. Goals of the department are to provide quality experiences, preparation for the professions, and an education that leads to lifelong participation in physical activity. Recreational participants as well as student athletes will find ample opportunity for developmental activities. The Physical Education program prepares students for careers in physical education endeavors in the schools and in allied professions. It also provides general education in physical activity for all Augsburg students. The Health Education program prepares students for careers in school health education, wellness, and allied professions. This program offers a comprehensive view that examines prevention and promotion needs for individuals, schools, and the community. The Exercise Science program prepares students with practical application of the knowledge needed to become a health fitness or community health professional. Interested students will also be prepared to move on to graduate or professional school in allied health fitness professions such as physical therapy, occupational therapy, athletic training, and chiropractic studies. Health, Physical Education and Exercise Science Faculty Eileen Kaese Uzarek (Chair), Jane Becker, Chris Brown, Anthony Clapp, Adrian Dunn, Carol Enke, Aaron Griess, Melissa Lee, Mike Navarre, Kassondra Nordmeyer, Ana Ribeiro, Eric Rolland, Patrice Salmeri, Missy Strauch Degree and Major Requirements Health Education Major HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 215 - Health and Exercise Psychology HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 357 - Measurement in Health, Physical Education and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 390 - Instructional Methods and Materials in Health Education HPE 410 - Administration and Supervision of the School Health Program HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology PSY 250 - Child Development or PSY 252 - Adolescent and Young Adult Development Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Health Education Minor HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health 147 HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 316 - Human Sexuality HPE 320 - School Health Curriculum HPE 390 - Instructional Methods and Materials in Health Education HPE 450 - Current Health Issues BIO 103 - Human Anatomy and Physiology (The Minnesota Board of Teaching does not license minors in teaching.) Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix. Physical Education Major: HPE 104 - Components of Fitness Training HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 220 - Motor Learning and Development HPE 254 - Introduction to Developmental/Adapted Physical Education HPE 275 - Prevention and Care of Athletic Injuries HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities HPE 335 - Outdoor Education HPE 340 - Organization and Administration of Physical Education Programs HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 358 - Assessment in Health and Physical Education HPE 473 - Physical Education Curriculum BIO 103 - Human Anatomy and Physiology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physical Education Minor HPE 104 - Components of Fitness Training HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 324 - K-6 PE Games and Activities HPE 334 - 7-12 Sport Skills and Activities 148 HPE 351 - Physiology of Exercise (The Minnesota Board of Teaching does not license minors in teaching.) Coaching Certification The Minnesota Board of Teaching does not require coaching certification. The following courses are recommended for those interested in coaching in Minnesota public schools: HPE 114 - Safety Education HPE 275 - Prevention and Care of Athletic Injuries HPE 280 - Coaching Theory The Minnesota State High School League (MSHSL) requires all head varsity coaches of interscholastic sports to complete a coaching effectiveness program offered through the MSHSL. Teaching Licensure The Minnesota Board of Teaching has specific licensing requirements for teachers that may be subject to change after the publication of this catalog. It is the responsibility of the student to consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. A Bachelor of Science degree is available for students seeking teacher licensure. Students must consult with a faculty advisor concerning the Augsburg Core Curriculum requirements under the Bachelor of Science option. All students seeking teaching licensure must receive a minimum grade of 2.0 in all required courses with an HPE prefix. Exercise Science Major, BA HPE 104 - Components of Fitness Training HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Health and Exercise Psychology HPE 275 - Prevention and Care of Athletic Injuries HPE 300 - Nutrition for Exercise Science HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship in Exercise Science HPE 450 - Current Health Issues HPE 490 - Exercise Science Seminar and Keystone BIO 103 - Human Anatomy and Physiology Exercise Science Major, BS Pre-Health Science Track: This major is available for those wishing to satisfy the prerequisites for graduate school in exercise science allied professions such as physical therapy, occupational therapy, athletic training, and chiropractic. HPE 104 - Components of Fitness HPE 110 - Personal and Community Health HPE 114 - Health and Safety Education 149 HPE 115 - Chemical Dependency Education HPE 205 - Introduction to Health, Physical Education, and Exercise Science HPE 215 - Exercise and Health Psychology HPE 275 - Prevention and Care of Athletic Injuries HLTH 345 - Nutrition for Health (St. Thomas) HPE 304 - Advanced Fitness Training HPE 305 - Stress Management HPE 315 - Exercise Testing and Prescription HPE 350 - Kinesiology HPE 351 - Physiology of Exercise HPE 357 - Measurement in Health, Physical Education, and Exercise Science HPE 397/399 - Internship HPE 450 - Current Health Issues HPE 490 - Exercise Science Seminar and Keystone Supporting courses: BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology and Diversity BIO 253 - Introductory Cellular Biology BIO 353 - Comparative Vertebrate Anatomy BIO 473 - Animal Physiology CHM 115 - General Chemistry I CHM 116 - General Chemistry II EXSS 3650 - Methods for Fitness Professionals (St. Catherine) EXSS 4300 - Advanced Biomechanics (St. Catherine) FSNU 3250 - Sports Nutrition (St. Catherine) MAT 114 - Precalculus INDI 2220 - Medical Terminology (St. Catherine) INDI 4900 - Intro to Physical Therapy (St. Catherine) HPE 220 - Motor Learning and Development PHYS 1080 - Physics for Health Science I (St. Catherine) PHYS 1090 - Physics for Health Science II (St. Catherine) PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 262 - Abnormal Psychology Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. For a complete list of courses and descriptions, see the Course Description Search. 150 History History is to society what memory is to an individual; it brings to a civilization an understanding of its identity. The distinguished medievalist J.R. Strayer expressed it this way: “No community can survive and no institution can function without constant reference to past experience. We are ruled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences that makes scattered individuals into a community.” The study of history enables us to deal more knowledgeably with continuity and change in society. The construction of an informed sense of our past is a fundamental ingredient in appreciating and understanding the present as well as anticipating the future. History majors are prepared to be active and contributing members of their society. The study of history, which has long held a major role in the liberal arts, is an entry to elementary and secondary education, graduate study in many fields, and a wide range of employment opportunities that require abilities in communication, conceptualization, and processing of information. History Faculty Michael J. Lansing (Chair), Phillip C. Adamo, Jacqueline deVries, William Green, Maheen Zaman Degree and Major Requirements History Major Nine courses, including HIS 280 and HIS 480. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas: ancient and medieval, modern Europe, United States, and non-Western. History Area Courses     Ancient and Medieval: HIS101, 102, 360, 361, 369, 370, 374, 378, or HUM120 Modern Europe: HIS102, 103, 282, 348, 352, or 354 United States: HIS120, 121, 122, 225, 234, 236, 241, 242, 243, 249/349, 300, 316, 331, 332, 335, 336, 338, or 343 Non-Western: HIS104, 140/440, 150/350, 155/355, 162/462, 323, 327, 346, 357, or 474 Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. Speaking (S) and Writing (W) skills are also developed throughout the major, but are given special emphasis in the following courses (both required for majors): S: HIS 480 W: HIS 280 and HIS 480 The Quantitative Reasoning (QR) graduation skill may be fulfilled by taking HIS 369, GST 200, MAT 145, MAT 146, MAT163, or PHI 230. Teaching Licensure The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Minor Five courses, at least three of which must be upper division. 151 Departmental Honors GPA of 3.6 in the major and 3.0 overall; except in special instances, application before the end of the first term of the junior year; two years of a foreign language at the college level (or its equivalent); an honors thesis (equal to four credits) to be defended before a faculty committee. Other Requirements First-year students should enroll in one or more 100-level courses. 200-level courses are normally reserved for sophomore or upper division students. Upper division courses are numbered 300 and above. Prerequisites Satisfactory completion of a lower division course (100- or 200-level) is normally required before enrolling in an upper division course (300- and 400-level). See instructor for permission to waive prerequisites. Transfer Students Transfer students planning a major must normally take at least three of their courses at Augsburg including HIS 280 and 480. A minor normally requires two courses taken at Augsburg. For a complete list of courses and descriptions, see the Course Description Search. 152 Honors Program – HON Introduction The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program director, at honors@augsburg.edu. Honors Program Recognition Students who complete the Honors Program requirements satisfy all general education requirements, except those for physical education and modern language. Honors students also receive special transcript notation, special graduation recognition, résumé-building positions, and special access to academic advising and career options. Honors Admission Requirements and Academic Scholarships Students with a demonstrated record of achievement are eligible to enter the Augsburg Honors Program. Prospective students may demonstrate achievement in a variety of ways. Most students who are admitted have a composite ACT score of 27 or higher (or a combined SAT score of 1250 or higher), and a high school GPA of 3.50 or higher. However, students without these numeric requirements may be eligible if they have exceptional records of extracurricular activity or other exceptional experiences. All students are encouraged to apply. To apply, students should fill out the online application at www.augsburg/honors.edu. Students applying for the Honors Program also automatically apply for the College’s highest academic scholarships: the President’s, Honors Regents’, International President’s, and Hanwick/Agre Scholarships. Qualifying Advanced Placement, International Baccalaureate, College in the Schools, and Postsecondary Option courses may satisfy Honors Program requirements, and/or be granted College credit. Contact Academic Advising or the Honors program director for further information. Students may enter the Honors Program at three points: first semester of first year, second semester of first year, or first semester of sophomore year. Students who enter during the second semester of the first year must fulfill all remaining Honors requirements, may substitute REL 100 for HON 100, and may be excused from taking HON 120. Students who enter the first semester of the sophomore year must fulfill remaining Honors requirements, and may substitute REL 100 for HON 100, may substitute two non-Honors humanities liberal arts foundation courses for HON 130, may substitute ENL 111 for HON 111, and may be excused from taking HON 120. Scholars Program The Scholars Program allows students to enroll in Honors courses, join an Honors House, and participate in all Honors Program activities. In order to graduate with the Scholars Program transcript designation, student must: join an Honors House and participate in required meetings (listed below), maintain an overall GPA of 3.3 or higher, and take 16 credits of Honors courses. Scholars Program participants do not need to complete the research requirement or the GFA 153 requirement. Scholars Program participants are not required to take HON340: Junior Colloquium, but may if they so choose. Honors Program Requirements Honors students have several options for completing each general education requirement. Student may complete the established courses, or they may use several unconventional options. These options are detailed in subsequent sections. In general, Honors students entering in the first semester must complete the following requirements:    First Year: HON 005; HON 120; HON 100; HON 130; HON 111 or 219 or other 200 level writing course Past First Year: HON 005; HON 220; HON 230; HON 240; HON 250; HON 340; HON 490; research requirement, residency requirement Outside Honors Program: modern language requirement; physical education requirement Notes: **All Honors students should take HON 260 in the second year unless they have an irreconcilable scheduling conflict or have a clear and defined plan for meeting the research requirement. If the latter, students should take HON 470. **All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu). **Students with and English transfer credit must take the writing entrance exam to place out of HON 111. **All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med and music therapy. Honors Co-Curricular Activities Honors Houses All Honors students must belong to an Honors House for the purpose of receiving academic advising and program information. All Honors students are required to attend mandatory meetings of the Honors Program or of their houses. These meetings are necessary for advising, information, and governance. When students enter the Honors Program they choose to join one of the four Honors Houses:     The Crockett Scholars House coordinates scholarship, research, fellowship, major award or prize opportunities, and graduate school placement for all Honors students. Crockett House also organizes events related to scholarship, such as College scholarship events. The Pike Stewards House coordinates public relations, job placement, and fundraising opportunities for all Honors students. Pike House also organizes events for alumni and fundraising. The Griffin Citizens House coordinates recruiting, social activities, admission and scholarship applications, and the Honors website opportunities for all Honors students. Griffin House also organizes events for recruiting and socializing, such as banquets, parties, and high school recruiting trips. The Hesser Servants House coordinates service-learning, social justice, experiential learning, and political activity opportunities for all Honors students. Hesser House also organizes related events, such as Honors service days and Augsburg experiences. Augsburg Honors Review Students manage, edit, write, and publish an interdisciplinary journal of undergraduate scholarship. The Review accepts submissions from students at Augsburg and other colleges and universities around the nation. 154 Student Leadership Opportunities Students elected to leadership within their Honors House may serve as house presidents or serve in other program leadership positions. The house presidents sit on the Honors Student Presidents Council and make critical decisions about program courses and resources. Student-Created Learning Experiences (SCLE) Honors students may learn through established courses or through student-created learning experiences. These student-created experiences may substitute for Honors curricular requirements, or may simply enrich a student’s education. Such student-created experiences may count toward requirements in majors and satisfy Honors requirements, or simply be an elective course. Student-created learning experiences may take almost any form. Some possible forms include:      Student-created courses (created in collaboration with faculty) Full course (10-20 students) Reading Groups (2-9 students) Individual Reading and Examination (individual study) Student/Faculty Research (may be one or many students) Process: A student-created learning experience may be proposed by any Honors student or by any Augsburg faculty or staff person. The interested student should speak with either an Honors Council member or the Honors Program director. Next, a proposal should be drafted in accord with the Honors student-created learning experience form. Finally, the proposal should be submitted by the student to the Honors Program director who will carry the proposal to the Honors Council for review. Honors Established Curriculum These requirements are normally taken in the order listed below, but can be taken out of order if schedule conflicts require it. First Year: Fall     First-year students select Honors House membership. First-year students are not permitted to join Augsburg Honors Review. HON 100 – Religion, Vocation, and the Search for Meaning I HON 120 - Scholar Citizen (includes theater lab, satisfies speech skill and critical thinking skill requirements) First Year: Spring   HON 130 - Liberating Letters (humanities LAF and speaking skill) HON 111 - Effective Writing for Liberating Letters (satisfies effective writing requirement) Second Year: Fall    Students write and research as staff writers in HON 260: Augsburg Honors Review (0.0 credit, pass/no credit) HON 220 - Scholar Scientist (satisfies non-lab natural sciences and mathematics LAF and quantitative reasoning skill requirements) HON 200 – Religion, Vocation, and the Search for Meaning II Second Year: Spring   HON 260 - Augsburg Honors Review (0.0 credit, P/N grading) - Students write and research as staff writers HON 240 - Science, Technology, and Citizenship (satisfies natural sciences and mathematics lab LAF) 155 Third Year: Fall Students eligible to become editors and managers in HON 260: Augsburg Honors Review    HON 250 - Social Scientist (satisfies social and behavioral sciences LAF) HON 200 – Religion, Vocation, and the Search for Meaning II HON 340 - Junior Colloquium (taught by the President or Dean of the College; 0.0 credit, P/N grading) Third Year: Spring Students eligible to become editors and managers in HON 260: Augsburg Honors Review   HON 230 - Arts and the City (satisfies fine arts LAF) HON 340 - Junior Colloquium (continues from fall semester; 0.0 credit, pass/no credit) Fourth Year: Fall   Students may join HON 260 - Augsburg Honors Review and HON 460 - Honors Disputation League in their fourth year HON 490 - Honors Senior Seminar (offered fall and spring) Fourth Year: Spring  HON 490 - Honors Senior Seminar (offered fall and spring) Research Requirement At some point before graduating, students must satisfy the Honors Research Requirement as detailed in the Research Requirement document available in the Honors Suite or online. In addition, students must register for at least two semesters of the following to document the research experience on their transcript: HON 260 - Augsburg Honors Review HON 470 - Student/Faculty Research Collaboration Summary Notes:        The Honors recommended sequence satisfy all general education requirements except: foreign language and physical education. Students may fulfill these through non-Honors courses or through Honors SCLE curricular alternatives). Residency: all Honors students must complete seven 4.0-credit courses, or 28.0 credits total, in the Augsburg Honors Program to meet the Honors residency requirement for graduation. Students past first year may take courses out of the recommended sequence without permission. Students with college level transfer work may waive some HON courses as long as they fulfill the Honors program residency requirement. HON 120, 120L, 340, 490 and the research requirement may not be waived. All Honors students must complete the GFA (Grants, Fellowships, and Awards) Requirement- details are available at the Honors Moodle site, the Honors public folder or from the Honor Desk (honors@augsburg.edu). Students with and English transfer credit must take the writing entrance exam to place out of HON 111. All students must take HON 130 unless there is an irreconcilable schedule conflict within their major. Ex: pre-med and music therapy. For a complete list of courses and descriptions, see the Course Description Search. 156 Interdisciplinary Studies Interdisciplinary Studies programs draw upon and combine coursework from multiple academic disciplines to provide both broad perspective and in-depth focus on an area of study. Through interdisciplinary programs and courses, students can gain greater insight and understanding of cultures and perspectives different from their own. Augsburg offers a number of majors that are interdisciplinary in nature. They include:      American Indian Studies Environmental Studies Gender, Sexuality, and Women’s Studies (ACTC) International Relations Urban Studies Information about these majors and their requirements can be found in their respective departmental pages. Other interdisciplinary course offerings are listed under International Programs. Leadership Studies Minor The world of the 21st century demands complex skills. It is not enough to have an area of expertise or be a good manager. One needs leadership skills. The Augsburg curriculum offers a minor in Leadership Studies, drawing on a wide variety of courses across disciplinary lines. A minor in Leadership Studies can enhance your major in a wide variety of disciplines including Business, Sociology, Political Science, Communication, Computer Science, Economics, and Psychology. Coordinator: Alan Tuchtenhagen, Master of Arts in Leadership Program Director Four required courses: BUS 242 - Principles of Management SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations COM 345 - Organizational Communication POL 371 - Topics: Becoming a Leader Two required electives from the following list. (No more than one per department) BUS 340 - Human Resource Management BUS 440 - Strategic Management HIS 122 - 20th-Century United States PSY 373 - Industrial/Organizational Psychology COM 321 - Business and Professional Speaking COM 355 - Small Group Communication Peace and Global Studies Minor See International Relations’ departmental page. For a complete list of courses and descriptions, see the Course Description Search. 157 International Relations International Relations is an interdisciplinary major which provides students with the basis for informed global citizenship, preparing them for graduate study or careers in foreign service, nonprofit organizations, or international business. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and six electives chosen from a wide list of offerings at Augsburg and other colleges. Students are encouraged to consider foreign study opportunities; most of our majors do study abroad at some point during their time at Augsburg. Competency in one foreign language is required, and some students study two languages. All majors complete a significant senior research project and thesis on a topic of their own choosing, such as immigration, conflict resolution, economic development, or climate change. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students often combine this major with a second major in History, Political Science, International Business, or a foreign language. Numerous combinations of majors and minors are possible with the international relations major. Director: Joseph Underhill Degree and Major Requirements International Relations Major Required core courses: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non-Western World POL 158 – Introduction to Political Science or POL 160 - World Politics POL 490 - International Relations Keystone or KEY 480 - Topics in Global Interdependence Four terms (or equivalent) of college work in a modern language other than English One of the following lower division electives: ANT 141 - Introduction to Cultural Anthropology INS 225 - Introduction to Islam POL 241 - Environmental and River Politics SWK 230 - Global Peace and Social Development WST 250 - Global Perspectives on Gender and Sexuality or one additional upper division course from the list of required electives listed below. Two of the following: HIS 332 - History of United States Foreign Relations POL 368 - Model United Nations POL 459 - Topics: Comparative Politics POL 461 - Topics: International Politics Five of the following (not more than three from any one discipline may be counted toward the major): BUS 362 - International Business BUS 465 - International Management COM 329 - Intercultural Communication ECO 360 - International Economics ECO 365 - Environmental Economics 158 ECO 370 - International Economic Development ENV 310 - Environmental Politics Field Seminar FIN 460 - International Finance FRE 332 - French Civilization Today GER 332 - German Civilization and Culture II HIS 323 - Modern China HIS 346 - Namibia and South Africa: A Historical Perspective HIS 352 - The Holocaust in German History HIS 354 - Modern Britain and Ireland HIS 440 - Topics in World History HIS 474 - World and the West MKT 466 - International Marketing POL 350 - Topics: European Politics POL 459 - Topics: Comparative Politics POL 483 - Political Statistics and Methodology REL 356 - World Religions SPA 331 - Spanish Civilization and Culture SPA 332 - Latin American Civilization and Culture Seminars, independent study, topics courses, and courses at other colleges/universities can be considered here with the approval of the program director, as well as a fourth term or higher of college work in a second foreign language. Note: Only the fourth or higher term of language counts toward the major; prerequisite courses or competencies cannot be credited toward the 13 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major; for example, a concentration in a geographic area or one of the major disciplines in the program. Graduation Skills The Critical Thinking (CT) and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing ECO 365 The graduation skill in Quantitative Reasoning (QR) may be met by completing the IR elective POL 483 or MAT 163. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. International Relations Major with International Business Concentration Required core courses of the International Relations major, three of the following courses: BUS 362 - International Business BUS 465 - International Management FIN 460 - International Finance MKT 466 - International Marketing One of the following: ECO 360 - International Economics ECO 365 - Environmental Economics ECO 370 - International Economic Development One elective from the list of International Relations major electives, excluding other Business, Economics, and Marketing courses. Note: Several of the Business courses have prerequisites. Please consult the catalog and your academic advisor before registering for one of the advanced courses. 159 Departmental Honors GPA of 3.50 in the major; 3.00 overall. In addition to fulfilling the requirements for the major, the student must enroll in an independent study (POL 499) course and complete an honors thesis no later than April 1 of the senior year and must defend the thesis before a faculty committee. Students should declare their intention to complete an honors major by the end of their junior year. International Relations Minor ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics HIS 103 - The Modern World or HIS 104 - The Modern Non-Western World POL 158 - Introduction to Political Science or POL 160 - World Politics HIS 332 - History of United States Foreign Relations or POL 461 - Topics: International Politics One year of modern language Three courses from the list of required electives for the major Not more than two courses from any department can count toward the minor. Peace and Global Studies Minor The Peace and Global Studies minor focuses on the centrality of justice, tolerance, and intercultural understanding in moving toward a less violent world; it takes advantage of the campus resources of the Peace Prize Forum (co-hosted each year by Augsburg College), the Center for Global Education, and the international diversity of our surrounding neighborhoods. The minor is structured as a learning community that involves students, faculty, staff, and community members; it focuses on experiential learning that emphasizes the interconnections between peace, justice, and environmental sustainability. Students in the program draw on study abroad in taking local actions to address global issues. The minor consists of two required courses, two upper division electives, a senior keystone seminar, a study abroad requirement, and participation in local peace-related activities. See International Relations program director for full program description. POL 160 - World Politics SWK 230 - Global Peace and Social Development Two upper division electives from: ECO 365 - Environmental Economics ECO 495 - Topics ENL 365 - Contemporary Post-Colonial Fiction HIS 332 - History of United States Foreign Relations HIS 346 - Namibia and South Africa: A Historical Perspective HIS 350 - Latin American History INS 312 - The Politics of Development in Southern Africa POL/WST 341 - Globalization, Social Struggles and the Environment POL 353 - Political and Social Change in Namibia REL 313 - Environmental Theology and Ethics REL 346 - The Church and Social Change in Southern Africa REL 366 - Latin American Liberation Theologies SOC 240 - Protest and Social Change: The Sociology of Social Movements Other topics or study abroad courses with approval of program director 160 For a complete list of courses and descriptions, see the Course Description Search. 161 Languages and Cross-Cultural Studies The Department of Languages and Cross-Cultural Studies at Augsburg College contributes in many ways to realizing the College’s mission of providing liberal arts education for service in today’s world. The department is committed to the view that education should go beyond career preparation and that familiarity with the language and culture of another people is an essential step in the development of a truly global perspective. The department offers language, literature, and culture courses leading to majors in French, German, and Spanish, as well as an interdisciplinary major in Cross-Cultural Studies. Introductory courses in Latin, Norwegian, Ojibwe, Farsi, and American Sign Language are offered at Augsburg, and courses in Ancient Greek, Arabic, Chinese, Japanese, and Portuguese are available to Augsburg students through Augsburg’s four partner-institutions in the Associated Colleges of the Twin Cities (ACTC) consortium. Knowledge of several languages, perhaps combined with the study of linguistics, is essential in preparing for careers in second-language education and translation, but also represents a valuable special qualification in many other professions. Students anticipating careers in international business, law, social work, the diplomatic corps, the health professions, or the ministry may wish to take a second major or minor in languages. In addition, a minor in languages is a valuable research tool for those intending to pursue graduate study in most academic disciplines. Languages and Cross-Cultural Studies Faculty Michael Kidd (Chair), Sarah Degner-Riveros, Randy Gresczyk, Diane McDonagh, Pary Pezechkian-Weinberg, Kate Reinhardt, Joseph Towle, John Van Cleve Degree and Major Requirements Language Major CCS 100 - Introduction to Cultural Studies 9 courses above 211 including: One course in literature KEY 480 - Topics in Global Interdependence A semester of study abroad (15 weeks) is required Students are expected to take as many courses in the target language as possible. Other than CCS 100 and KEY 480, any course taught in English must be approved by the advisor for credit toward the major. Cross-Cultural Studies Major The Cross-Cultural Studies major consists of three core courses, a language requirement, a study-abroad requirement, and three electives, as specified below. Core courses: CCS 100 - Introduction to Cultural Studies CCS 399 - Internship KEY 480 - Topics in Global Interdependence Language requirement: Minor in French, German, or Spanish or completion of the 212 level in two different languages. Placement waivers of the core skill in languages do not fulfill any part of the language requirement for the Cross-Cultural Studies major. Heritage speakers must earn credit by examination for 212, if following the two-language path, or complete the coursework for a minor in available languages (consult Academic Advising for testing in less commonly taught languages). Study-abroad requirement (consult Augsburg Abroad for offerings): 162 One semester (15 weeks) on an approved study abroad program or two short-term international study experiences approved by the department Electives: Three upper-division courses in related areas. Courses must be chosen in consultation with the student’s academic advisor and must include comparative study of a non-English speaking culture. Seminars, independent study, topics courses, and courses at other colleges and universities can be considered here. No more than two courses may be counted from a single department. Graduation Skills For all majors, the Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Speaking (S) and Writing (W) are met by completing CCS 100 and KEY 480. The Quantitative Reasoning (QR) graduation skill is met with one of the following courses: GST 200, HIS 369, MAT 145, MAT 146, MAT 163, NUR 410, PHI 230, PHY 119, POL 483, or the QR from a second major. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Minor Four courses above 211 Students are expected to take all courses in the target language. Any course taught in English must be approved by the advisor for credit toward the minor. Departmental Honors Majors seeking graduation with departmental honors must apply to the chair of the department in their junior year. Requirements include a 3.50 GPA both in the major and overall, and an honors thesis written in the target language. Prerequisite Any prerequisite must be completed with a minimum grade of 2.0 or P. Transfer Students Transfer students intending to major or minor in languages must take a minimum of one upper division course per year at Augsburg. See major/minor above for limits on non-Augsburg courses. Courses accepted for transfer must have been taken within the past seven years. Study Abroad A semester of study abroad (15 weeks) is required for Language majors, and some study abroad is strongly recommended for minors. See advisor for guidelines on portfolio documentation of coursework taken abroad. Majors in Cross-Cultural Studies must complete a semester abroad (15 weeks) or two short-term international study experiences approved by the department. Internships An advanced-level internship in the major language (399) or an interdisciplinary internship (INS 199) that links language skills with community service and career exploration may be arranged pending faculty availability. For a complete list of courses and descriptions, see the Course Description Search. 163 Mathematics Mathematics is the study of structure and relationships and provides tools for solving a wide variety of problems. Mathematical language describes our world from the perspectives of the natural, physical, and social sciences. Engaging in mathematical thinking helps strengthen the problem solving and quantitative reasoning skills that are increasingly expected of every member of contemporary society. Moreover, as mathematics has had a formative impact on the development of civilization, it is an important part of a liberal arts education. Students majoring in Mathematics acquire the skills necessary to serve society through a variety of careers. In addition to acquiring computational and problem solving skills, Mathematics majors at Augsburg develop their abilities to reason abstractly; to conjecture, critique, and justify their assertions; to formulate questions; to investigate open-ended problems; to read and comprehend precise mathematical writing; to speak and write about mathematical ideas; and to experience working in teams on mathematical projects. Students can prepare for graduate school, for work in business, industry, or nonprofit organizations, or for teaching mathematics in grades K-12. Students majoring in many disciplines find it helpful to acquire a minor or a second major in Mathematics. Students may choose coursework supporting the study of Mathematics as a liberal art (through the BA degree) or choose a more focused program of courses (through the BS degree). BS focus areas include theoretical mathematics, statistics, teaching mathematics, and the application of mathematics to science and engineering, actuarial science, computing, business, or economics. Augsburg’s urban location allows students to gain experience working with mathematics through internships, service learning, and the colloquium course. Augsburg students can also choose to complete a major in Actuarial Science at University of St. Thomas, offered through ACTC. Mathematics Faculty John Zobitz (Chair), Pavel Bělík, Suzanne Dorée, Richard Flint, Matthew Haines, Jody Sorensen Degree and Major Requirements Mathematics Major, BA Nine courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) A “theoretical structures” course from: MAT 304 - Graph Theory MAT 314 - Abstract Algebra MAT 324 - Analysis Other courses approved by the department. Three additional electives chosen from MAT courses numbered above 250, at least two of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. 164 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their faculty advisor about potential additional skills courses needed. Mathematics Major, BS Twelve courses including: MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III MAT 246 - Linear Algebra MAT 271 - Discrete Mathematical Structures MAT 491 - Mathematics Colloquium (to be taken during junior and senior years) Four electives chosen from MAT courses numbered above 250, at least three of which are numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Three additional electives chosen from MAT courses numbered above 250, or the following list of supporting courses (or substitutes with departmental approval); BIO 355, BIO 473, BIO 481, MIS 379, CHM 353, CHM 362, CHM 368, CSC 160 (recommended), CSC 170, CSC 210, CSC 320, CSC 385, CSC 457, ECO 112 or ECO 113 (cannot count both), ECO 318, ECO 416, ECO 490, ESE 330, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352, PHY 121, PHY 122, PSY 215, PSY 315, SOC 362, SOC 363. (Not more than one of MAT 163, MAT 248, MIS 379, PSY 215, SOC 362 may count). These seven electives must include a(n):  “Theoretical Structures” course: MAT 304, MAT 314, MAT 324, or other courses approved by the department.  “Applied Project” course: MAT 355, MAT 369, MAT 374, MAT 377, or other courses approved by the department.  “Statistical Perspectives’’ course: MAT 373, MAT 163, MAT 248, MAT 394, MIS 379, PSY 215, SOC 362, or other courses approved by the department. At least five of the seven electives must be chosen from a focus area approved by the department. Sample focus areas:        Biological Sciences: one of MAT 163, MAT 248, PSY 215; two of BIO 355, BIO 473, BIO 481; two of MAT 363, MAT 369, MAT 373 Business, Economics, or Actuarial Science: ECO 112 or ECO 113; two of CSC 160, MIS 379, ECO 318, ECO 416, ECO 490, FIN 331, MAT 163, MAT 248, MAT 173, MKT 352; MAT 373; MAT 374 or MAT 377. (Only one of MIS 379, MAT 163 and MAT 248 may count). Computational Mathematics: CSC 170; CSC 210; one of CSC 320, CSC 385, CSC 457; two of MAT 304, MAT 355, MAT 363, MAT 377. Physical Sciences: two of PHY 121, PHY 122, CHM 353, CHM 362, CHM 368; two of MAT 324, PHY 327, MAT 355, MAT 369; a fifth course from this list. Statistics: One of MAT 163, MIS 379, PSY 215, SOC 362; MAT 324; MAT 373; MAT 374 or MAT 394; one of ECO 490, MKT 352, PSY 315, SOC 363, or another applied statistics course approved by the department. Teaching Mathematics: ESE 330; MAT 252; MAT 287; MAT 314; MAT 324 Theoretical Mathematics: MAT 314; MAT 324; at least three of MAT 252, MAT 287, MAT 304, MAT 363, MAT 373, or regularly offered courses at other ACTC colleges in Complex Variables, Topology, Measure Theory/Real Analysis II, Abstract Algebra II, Combinatorics. In addition, an experiential component in the focus area is required, such as an internship, volunteer or paid work experience, undergraduate research project, student teaching in mathematics, or other experiences approved by the 165 department. Such experiences may also fulfill the Augsburg Experience requirement if approved. For an undergraduate research project, the work may build upon a course-based project, but significant work beyond the course is expected. Students must earn a grade of 2.0 or better in each course that applies toward the major. At least two MAT courses numbered above 250 must be taken at Augsburg. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QF and QA), and Writing (W) are embedded in the MAT courses and are met by completing the major. An additional course in Speaking (S) is also required and may be met by either MAT 201 together with the major, COM 111, COM 115, student teaching, another speaking skill course approved by the department, or completion of another major that includes the speaking skill. Students transferring in mathematics course(s) must consult their MAT advisor about potential additional skills courses needed. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers. The state requirements are subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. At the time of publication, the mathematics requirements for secondary education licensure to teach mathematics in grades 5-12 are the same as the BS major, but the electives must include: ESE 330 5-12 - Methods: Mathematics MAT 252 - Exploring Geometry MAT 287 - History of Mathematics MAT 314 - Abstract Algebra MAT 324 - Analysis an “Applied Project” course One of the following: MAT 163 - Introductory Statistics MAT 248 - Biostatistics MAT 373 - Probability and Statistics I At the time of publication, the mathematics requirements for a concentration in mathematics to teach in grades 5-8 under elementary education licensure are: MAT 114 - Precalculus (or MPG 4) MAT 145 - Calculus I One of the following: MAT 163 - Introductory Statistics MAT 248 - Biostatistics or MAT 373 - Probability and Statistics I MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics ESE 331 - Middle School Methods: Mathematics Elementary Education majors seeking middle school mathematics licensure are strongly encouraged to consult with a Mathematics faculty advisor before enrolling in the 200 level MAT courses. Departmental Honors in Mathematics To be considered for departmental honors, a student must be involved with Mathematics beyond the classroom, have a GPA of at least 3.50 in MAT courses numbered above 200, have an overall GPA of at least 3.0, complete a project with 166 significant mathematical content (usually beginning before senior year), and obtain the approval of the Mathematics Department. The project may build upon a course-based project, but significant work beyond the course is expected. The project results must be presented in a public forum. A proposal to complete departmental honors in mathematics should be submitted to the Mathematics Department chair at least one year prior to graduation. Specific requirements are available from the department. Pi Mu Epsilon Membership in the Augsburg chapter of this national mathematics honor society is by invitation. To be considered, students must have a declared Mathematics major, junior or senior status, and a GPA of 3.00 in their major and overall. Mathematics Minor Five courses including: MAT 145 - Calculus I MAT 146 - Calculus II Three MAT electives numbered above 200, at least one of which is numbered above 300. Note that PHY 327 counts as a 300 level MAT course. Alternatively students may complete a minor by taking the six courses: MAT 145 - Calculus I MAT 146 - Calculus II MAT 163 - Introductory Statistics or MAT 248 - Biostatistics MAT 252 - Exploring Geometry MAT 271 - Discrete Mathematical Structures MAT 287 - History of Mathematics Students must earn a grade of 2.0 or better in each course that applies toward the minor. At least one MAT course numbered above 250 must be taken at Augsburg. Math Placement Group (MPG) Before enrolling in any Mathematics course, students must have the required Math Placement. All students are required to have their Math Placement Group (MPG) determined. In some cases, students who have transferred in a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. Students who have passed the College Board Advanced Placement Exam in calculus should consult with the Mathematics Department. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. The exam is given during College registration sessions and at other announced times during the year. Practice questions and other information are available from Academic Advising. Students in MPG 1 may take MAT 103 to advance to MPG 2. Students in MPG 2 may take MAT 105 to advance to MPG 3. Students in MPG 3 may take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. Students are also permitted to retake the Math Placement Exam during their first term of enrollment at Augsburg College. Prerequisites A course must be completed with a grade of 2.0 or higher to count as a prerequisite for a Mathematics course. For a complete list of courses and descriptions, see the Course Description Search. 167 Medieval Studies The objective of Medieval Studies is to introduce students to the culture of the Middle Ages—its diverse history and beliefs, its arts and literature—and to the disciplinary and interdisciplinary skills necessary for its serious study. The major in Medieval Studies fulfills the original (medieval) ideal of a liberal arts education. Since the study of the liberal arts was developed in the Middle Ages, students majoring in Medieval Studies find a model context for the pursuit of a liberal arts degree in the modern world. As was the case in medieval universities, Augsburg’s major in Medieval Studies prepares students for life beyond college. Because of its emphasis on precise reading and analysis of texts, careful writing, and spirited discussion, the major in Medieval Studies offers a solid foundation for graduate or professional study, as well as employment opportunities that require abilities in communication, critical and abstract thinking, and processing information. Medieval Studies Faculty Michael Kidd (Languages and Cross-Cultural Studies, Program Director), Phillip C. Adamo (History), Kristin M. Anderson (Art), Mark L. Fuehrer (Philosophy), Douglas E. Green (English), Beliza Torres (Theater Arts), Merilee Klemp (Music), Philip A. Quanbeck II (Religion), Martha E. Stortz (Religion), Mark D. Tranvik (Religion), Hans Wiersma (Religion), Maheen Zaman (History) Degree and Major Requirements Major Eleven courses, including: Six core requirements: HUM 120 - Medieval Life in 12th-Century Europe LAT 101 - Beginning Latin I LAT 102 - Beginning Latin II HIS 369 - The Early and High Middle Ages HIS 370 - The Late Middle Ages to 1648 HUM 490 - Keystone: Medieval Studies Project One of the following literature courses: ENL 330 - Shakespeare ENL 332 - British Literature: Renaissance and Reformation ENL 360 - The Classical Tradition ENL 361 - The Medieval World SPA 352 - Survey of Spanish Literature I One of the following religion or philosophy courses: HIS 378 - Medieval Church PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy REL 362 - Martin Luther and the Reformation One of the following history of arts courses: ART 386 - Medieval Art ART 387 - Renaissance and Baroque Art MUS 231 - History and Literature of Music I THR 361 - Theater History and Criticism I 168 Two electives from the following courses: HIS 374 - Medieval Crusades HIS 440 - Topics in World History: Monks and Heretics POL 380 - Western Political Thought SPA 331 - Spanish Civilization and Culture Any literature, religion/philosophy, or history of arts courses not already taken may be taken as electives. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. HIS 369 meets the Quantitative Reasoning (QR) graduation skill. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language Requirement Students must take one year of college-level Latin as part of the major. In addition, students must take one year of a college-level, modern language in which medieval scholarship is published (e.g. Spanish, French, German, Norwegian, Arabic; NOT American Sign Language). This second language will fulfill the Modern Language Core Skills requirement. Augsburg Experience As with all majors, an Augsburg Experience is required for graduation. For the Medieval Studies major this might include study abroad, or internships at the University of Minnesota’s Rare Books Collection, the Hill Monastic Manuscript Library, or the Minnesota Renaissance Festival. Prior approval of advisor is required for all Augsburg Experiences related to Medieval Studies. Minor Five courses, including HUM 120. The remaining four courses must be in different disciplines, as grouped above (history, literature, religion/philosophy, and history of arts). For a complete list of courses and descriptions, see the Course Description Search. 169 Music The Music Department at Augsburg College offers professional music training in the context of a liberal arts curriculum through three degrees and five music majors. It also offers a variety of music courses and ensemble experiences that are available to non-music majors, and meet Augsburg’s Liberal Arts Foundation requirements. Augsburg’s location in the heart of a major artistic center makes it an ideal place to study music, and the Music faculty seek and encourage opportunities that connect the campus and the greater arts communities. These opportunities allow students to explore the links between theory and applied knowledge and may take many forms, including internships; community performances; Music Therapy practica; community-based learning projects; required off-campus performance and concert attendance assignments; or travel and study within and outside the United States. The Music Department is an institutional member of the National Association of Schools of Music (NASM) and the American Music Therapy Association (AMTA). Faculty Full-time Jill Dawe, Douglas Diamond, Susan Druck, Dain Estes, Annie Heiderscheit, Peter Hendrickson, Roberta Kagin, Merilee Klemp, Bruce McWilliams, Sonja Thompson Part-time Faculty Trudi Anderson, Matt Barber, Carol Barnett, Lynn Erickson, Janet Gottschall Fried, Jennifer Gerth, Nancy Grundahl, Mary Horozaniecki, Joan Hutton, Jim Jacobson, Mark Kausch, Kathy Kienzle, Steve Lund, David Mantini, Kameron Markworth, K. Christian McGuire, Laurie Merz, Vladan Milenkovic, Barbara Nordstrom-Loeb, Rick Penning, O. Nicholas Raths, Shannon Sadler, Mark Sedio, Robert Stacke, Andrea Stern, Matthew Wilson Fine Arts Coordinator Cathy Knutson Fine Arts Facilities Manager Karen Mulhausen Degrees/Majors Bachelor of Arts Music Major Music Major/Music Business Concentration Bachelor of Music Music Performance Major Music Education Major Bachelor of Science Music Therapy Major Music Therapy Equivalency Offers students with an undergraduate degree the preparation necessary to meet the AMTA requirements for becoming a Board Certified Music Therapist. 170 Music Minors Music Music Business Degree and Major Requirements Students intending to pursue a Music major in any of the three Music degree programs must declare their major, perform a sophomore/transfer Music major jury qualifying jury, and complete the Music Department degree application by the end of their fourth semester of study. More detail is included in the Music Department Student Handbook posted on the Music Students site on Moodle. Because of the heavy curricular demands inherent in any single Music Department degree program, students are strongly encouraged to avoid declaring double majors entirely within the department, i.e. attempting two music degree programs simultaneously. In those rare cases where such a scenario seems both warranted and feasible, students are required to petition the department for acceptance of their proposed degree plan prior to formally declaring their double majors. Music Core: MUS 101 - Materials of Music I MUS 111 - Aural Skills I MUS 102 - Materials of Music II MUS 112 - Aural Skills II MUS 201 - Materials of Music III MUS 211 - Aural Skills III MUS 202 - Form and Analysis MUS 212 - Aural Skills IV MUS 231 - History and Literature of Music I MUS 232 - History and Literature of Music II MUS 331 - Music of the Baroque Era or MUS 332 - Music of the Classical Era or MUS 333 - Music of the Romantic Era or MUS 334 - Music of the 20th Century MUS 458 or 459 - Senior Recital One to four semester(s) Performance Study on the major instrument in accordance with degree requirement Four to eight semesters Large Ensemble/Chamber Music in accordance with degree requirement Large Ensemble Options: MUE 111 - Augsburg Choir MUE 112 - Riverside Singers MUE 114 - Masterworks Chorale MUE 115 - Cedar Singers MUE 121 - Augsburg Symphony Orchestra MUE 141 - Augsburg Concert Band Chamber Music Options: MUE 113 - Vocal Chamber Music MUE 122 - String Chamber Music MUE 125 - Guitar Chamber Music MUE 131 - Woodwind Chamber Music MUE 142 - Brass Chamber Music MUE 144 - Percussion Chamber Music 171 MUE 145 - Piano Chamber Music Additional Requirements (refer to the Music Department Student Handbook for detail)     Pass a piano proficiency test Pass a sophomore/transfer music major qualifying jury Complete the Music Department degree application Pass 3 music repertoire tests Graduation Skills Bachelor of Arts in Music, Bachelor of Music Education, Bachelor of Music Performance: Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 341 QR fulfilled with QFA: PHY 119, GST 200, MAT 145, MAT 146, or MAT 163 Bachelor of Science in Music Therapy Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skills in Speaking (S) and Quantitative Reasoning (QR) are met by completing the following courses: S: MUS 363 QR fulfilled with QF: PSY 215 or SOC 362 (choose one) and QA: MUS 372 Bachelor of Arts in Music with Music Business Concentration Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by completing the following courses: QR fulfilled with QFA: One of GST 200, MAT 145, MAT 146, MAT163, or PHY119 Transfer Students Transfer Students and Graduation Skills: Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Music Major, BA Offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business, and professional opportunities. Students who intend to pursue non-performance graduate study or desire to enter one of the many music-related business fields most often choose this course of study. Faculty advisor: Douglas Diamond Music Core, Additional Requirements and the following: MUS 341 - Basic Conducting(S) MUS 458 - Senior Recital Eight credits of MUS electives MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice from: 172 Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Music Major with Music Business Concentration, BA The Music Business major prepares students to enter today’s music industry and to pursue career opportunity where the arts and commerce intersect. Courses in music, performing arts, and business combine with field observations and internships. These experiences prepare students for careers in fields such as arts management, promotion, the record industry, and general music business. The program affords both the performing artist and the business student the opportunity to pursue music business studies. The Music Business major has two tracks: the Bachelor of Arts in Music with Music Business Concentration (designed with a music emphasis) and the Bachelor of Arts in Business Administration with Specialization in Music Business (designed with business emphasis). Augsburg College full-time students may elect to take one course each semester at McNally Smith College of Music providing that they meet all McNally Smith College of Music requirements. A list of approved electives from MSCM for the music business major is available in the Augsburg music office. McNally Smith courses cannot be used as a substitute for any required Augsburg course specifically listed within a degree program. This program is open to sophomores through seniors. There is no additional fee for this program. Faculty advisor: Dain Estes Music Core, Additional Requirements and the following: ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business BUS 242 - Principles of Management or BUS 254 - Entrepreneurship or BUS 200 - Exploring Business as a Vocation MUS 162 – Entrepreneurship for Creative Businesses MUS 205 – Legal Issues in Music, Entertainment, and the Arts MUS 335 – Music Business MUS 336 - Arts Management and Concert Promotion MUS 408 – Current and Future Issues in the Music Industry MUS 399 - Internship or BUS 399 – Internship MUS 458 - Senior Recital MUP 1xx - Performance Studies - four semesters of 1 credit lessons in major instrument/voice MUP 3xx - Performance Studies - four semesters of 2 credit lessons in the major instrument/voice Large Ensemble - eight semesters on the major instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Business Administration with Specialization in Music Business, BA See Business Administration for requirements. Music Education Major, Bachelor of Music A fully accredited program (National Council for Accreditation of Teacher Education and Minnesota Board of Teaching), the Music Education major offers students the preparation necessary to become music teachers in public schools. This coursework and preparation includes certification to teach at the elementary through secondary levels, with either a vocal/general or instrumental/general emphasis. In addition to applying to the Music Department, Bachelor of Music Education major candidates must apply to the Minnesota Department of Education for acceptance to the Music Education licensure program which is granted only to students who successfully complete the requirements for the Bachelor of Music Education major. All Music requirements must be completed prior to student teaching. A cumulative GPA of 2.50 in all Music courses is necessary for the Music Education licensure program. Faculty advisor: Bruce McWilliams 173 Music Core, Additional Requirements and the following: MUS 311 - Composition I MUS 341 - Basic Conducting MUS 358 - Junior Recital MUS 459 - Senior Recital HPE 115 - Chemical Dependency Education EDC 200 - Orientation to Education in an Urban Setting EDC 210 - Diversity in the School or EDC 110 - Teaching in a Diverse World (Freshman only) and EDC 211 - Minnesota American Indians or EDC 206 - Diversity/Minnesota American Indians EDC 220 - Educational Technology EDC 310 - Learning and Development in an Educational Setting ESE 300 - Reading/Writing in the Content Area ESE 325 - Creating Learning Environments ESE 370 - K-12 Methods: Music EDC 410 - Learners with Special Needs EDC 490 - School and Society EED 481, 483 - Student Teaching: Elementary K-6 ESE 485, 487 - Student Teaching: Secondary MUS 355 - Music Methods: Strings MUS 356 - Music Methods: Brass and Percussion MUS 357 - Music Methods: Woodwinds MUS 359 - Music Methods: Vocal Choose one of the following areas of emphasis: Vocal Emphasis: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 342 - Choral Conducting MUS/THR 235 - Skills of Music Theater Instrumental Emphasis: MUS 344 - Instrumental Conducting Music elective or approved courses Performance Studies and Ensembles: Students should choose the following courses in accordance with their area of emphasis*. MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice) MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice Chamber Music - two semesters of chamber music/small ensemble courses on the major *A Music Education major whose major instrument is piano, organ, or guitar is required to take a minimum of four additional semesters of lessons on an instrument/voice that corresponds with their large ensemble requirement. Music Performance Major, Bachelor of Music This major is a focused classical training program designed to develop the skills, artistic voice, and performing ability of the individual musician. This degree best prepares students who are interested in graduate school, professional 174 performance opportunities, or private studio teaching. Acceptance to the program requires a half-hour formal audition and interview (see the Music Department Student Handbook). Faculty advisor: Jill Dawe Requirements: Music Core, Additional Requirements and the following: MUP 1xx - Performance Studies (two semesters of 1 credit lessons in the major instrument/voice) MUP 1xx - Performance Studies (two semesters of 2 credit lessons in the major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) MUS 358 - Junior Recital MUS 459 - Senior Recital Large Ensemble - eight semesters on the major instrument or voice* Chamber Music - four semesters of chamber music/small ensemble courses on the major instrument/voice *For guitarists, harpists and pianists: either eight semesters of large ensemble or four semesters of large ensemble and four additional semesters of chamber music or other assignment in consultation with advisor. Voice Majors: MUS 251 - English Diction MUS 252 - Italian Diction MUS 253 - German Diction MUS 254 - French Diction MUS 435 - Voice Repertoire MUS 359 - Music Methods: Vocal *MUS Elective (2 credits) *Voice students are strongly encouraged to take MUS/THR 235 Skills of Music Theater and/or MUE 294 or 494 - Opera Workshop. Keyboard Majors: MUS 436 - Piano Repertoire MUS 456 - Piano Pedagogy MUS Elective (2 credits) Instrumentalists: MUS 356 - Music Methods: Brass/Percussion or MUS 357 - Music Methods: Woodwinds or MUS 355 - Music Methods: Strings MUS Elective (4 credits) Additional requirements: BM performance major candidates must pass an extended performance audition and interview that is scheduled after completion of the sophomore/transfer music major qualifying jury. Music Therapy Major, BS Fulfills the academic and clinical requirements for eligibility to take the Music Therapy Board Certification Examination. The BS in Music Therapy is a four-and-one-half-year degree program, which includes a six month full-time internship in a clinical facility approved by the American Music Therapy Association (AMTA). This course of study is chosen by students who wish to become professional music therapists. A minimum grade of 2.5 in all music therapy courses is required. Faculty Advisor: Roberta Kagin Requirements: 175 Music Core, Additional Requirements and the following: MUS 271 - Introduction to Music Therapy MUS 274 - Music Therapy Practicum MUS 275 - Music Therapy Practicum MUS 340 - Music Therapy Techniques and Materials I MUS 345 - Music Therapy Techniques and Materials II MUS 363 - Expressive and Creative Arts in Healing(S) MUS 372 - Psychological Foundation of Music I MUS 373 - Psychological Foundation of Music II MUS 374 - Music Therapy Practicum MUS 375 - Music Therapy Practicum MUS 458 - Senior Recital MUS 474 - Music Therapy Practicum MUS 475 - Music Therapy Practicum MUS 480 - Music Therapy Senior Seminar MUS 481 - Music Therapy Clinical Internship BIO 103 - Human Anatomy and Physiology EDC 410 - The Learner with Special Needs PSY 105 - Principles of Psychology PSY 262 - Abnormal Psychology SOC 362 - Statistical Analysis or PSY 215 - Research Methods and Statistics I MUP 1xx - Performance Studies (four semesters of 1 credit lessons in major instrument/voice) MUP 3xx - Performance Studies (four semesters of 2 credit lessons in the major instrument/voice) Large Ensemble - eight semesters on the major instrument or voice* Chamber Music - two semesters of chamber music/small ensemble courses on the major instrument/voice Pass guitar proficiency test Music Therapy Equivalency/Certification Program The Music Therapy equivalency program is available to students who already have a bachelor’s degree and wish to meet the requirements set by the American Music Therapy Association to become professional music therapists. This equivalency program prepares students for eligibility to take the Music Therapy Board Certification Examination. Depending upon the student’s degree and skill level, individual requirements will be outlined by the director of Music Therapy. There is a minimum two-year residency requirement, which includes participation in a major ensemble for four terms. Acceptance to the degree program requires the following:   Pass the sophomore/transfer music major jury and Music Department degree application Pass guitar proficiency Music Minor Faculty Advisor: Merilee Klemp Requirements: MUS 101 - Materials of Music I MUS 102 - Materials of Music II MUS 111 - Aural Skills I MUS 112 - Aural Skills II MUS 341 - Basic Conducting MUS 231 - History and Literature of Music I or MUS 232 - History and Literature of Music II One additional course (2 credits or above) in music history or conducting 176 Other music courses may be approved by departmental petition MUP 1xx - Performance Studies (four semesters of 1 credit performance studies in the major instrument/voice) Large Ensemble - four semesters in a large Augsburg ensemble Additional requirements: Pass one music repertoire test Submit a Music Department application for minor by spring semester, sophomore year Music Business Minor The Music Business minor is a course of study designed both for the Music major desiring additional preparation in business and for the non-music major interested in pursuing a career in the music industry. With the Music Business minor, students are given the opportunity to enroll in coursework and participate in on-site field experiences that address specific professional skills necessary to enter today’s music industry. The minor is a collaborative program between the Music and Business departments. Faculty Advisor: Dain Estes Requirements: ACC 221 - Introduction to Financial Accounting ECO 113 - Principles of Microeconomics MIS 260 - Problem Solving for Business MUS 162 – Entrepreneurship for Creative Businesses MUS 205 – Legal Issues in Music, Entertainment, and the Arts MUS 335 - Music Business MUS 408 – Current and Future Issues in the Music Industry MUS/BUS 399 - Internship (approved for the music business minor) One of the following: MUS 336 - Arts Management and Concert Promotion BUS 301 - Business Law BUS 254 - Entrepreneurship Departmental Honors Senior Music majors with a cumulative GPA of 3.5 or higher in Music courses may apply for Music departmental honors by completing extended original work in their area of interest. Such work could include, but is not limited to, one of the following: defending a senior thesis, presenting an additional recital, composing a substantial piece(s), conducting a program, presenting a research paper, or some combination of any of the above. Consideration for departmental honors requires a clearly written proposal that includes a project title, a transcript, and a brief music résumé to be submitted to the music faculty by November 1 of the senior year. Piano Proficiency All Augsburg Music majors are required to have basic piano skills that meet the standard required by the Piano Proficiency Test offered at the end of each semester. Students come to Augsburg with a wide variety of prior training and experience in piano, and therefore can elect to develop their piano skills and prepare for the proficiency test in several ways. Students with extensive training may be able to simply pass the test; those with some training may register for private piano lessons; the majority of students are advised to take a piano placement test that determines their appropriate placement within a sequence of four class piano courses (MUS 135/136/237/238) designed to teach the skills of the piano proficiency test. To maximize student learning, it is strongly recommended that piano training is started during the first year, when piano study will complement and strengthen the student’s experience in the music theory and aural skills curriculum. Consult the Music Student Handbook for piano major and non-piano major requirements and test dates. 177 Music Repertoire Tests These four tests are intended to encourage students to become lifelong listeners by requiring students to familiarize themselves with many of the masterpieces of the classical music repertory from the Middle Ages to today. Consult the Music Student Handbook for the lists of pieces required by all four repertoire tests and the call numbers for the repertoire test CDs at Lindell Library. Each academic year a specific repertoire test is offered twice: once at the end of the fall semester, and again at the end of the spring semester. Music majors are required to pass three music repertoire tests, transfer students must pass two, and Music minors must pass one. For a complete list of courses and descriptions, see the Course Description Search. 178 Natural Science Teaching Licensure The Natural Science licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Courses are designed to provide a broad background in science and allow for specialization in an area. The following programs assume that the student will meet the distribution/general education requirements of the College, the requirements for appropriate majors, required education courses (see Secondary Education requirements), and, in the physical sciences, have at least one year of calculus. Early consultation with the Education Department (in your sophomore year) is essential to complete undergraduate major and licensure requirements on a timely basis. Content Liaisons Jennifer Bankers-Fulbright (Biology), Sandra Olmsted (Chemistry), Ben Stottrup (Physics) Degree and Major Requirements Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Education Department to identify current licensure requirements. All upper division courses required for the Biology major must be completed before student teaching. Licensure Requirements General Science Endorsement (for grades 5-8): Introductory Geology (taken off campus, offered through ACTC program) SCI 106 - Introductory Meteorology BIO 121 - Human Biology BIO 102 - The Biological World PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II CHM 115 - General Chemistry I CHM 116 - General Chemistry II Biology Major—BA in Life Sciences (for licensure in biology 9-12) Requirements are the same as for the Bachelor of Arts in biology degree, but with the following differences: only four (rather than five) upper division Biology courses are required. Upper division Biology requirements must be traditionally graded. A GPA of 2.50 in upper division Biology courses is required for all Natural Science majors. BIO 151 - Introductory Biology BIO 152 - Evolution, Ecology, and Diversity BIO 253 - Introductory Cellular Biology BIO 255 - Genetics BIO 361 - Plant Biology or BIO 481 - Ecology MAT 114 - Precalculus or MAT 145 - Calculus I or MAT 163 - Introductory Statistics or MAT 248 - Biostatistics or PSY 215 - Research Methods and Statistics I CHM 115 - General Chemistry I 179 CHM 116 - General Chemistry II PHY 116 - Introduction to Physics or PHY 121, 122 - General Physics I, II BIO 490 - Biology Keystone or SCI 490 - Integrated Science or HON 490 - Honors Senior Seminar or another keystone with departmental approval Two of the following courses: PHY 101 - Astronomy SCI 106 - Introductory Meteorology An introductory geology course Three electives from the following: BIO 351 - Invertebrate Zoology BIO 353 - Comparative Vertebrate Anatomy BIO 361 - Plant Biology BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 473 - Animal Physiology BIO 474 - Developmental Biology BIO 475 - Neurobiology BIO 476 - Microbiology BIO 481 - Ecology BIO 486 - Immunology BIO 495 - Special Topics in Biology PHY 317 - Biophysics Chemistry Major (for licensure in chemistry 9-12) Broad base requirements, plus undergraduate major in chemistry (BA): CHM 115 - General Chemistry I CHM 116 - General Chemistry II CHM 351 - Organic Chemistry I CHM 352 - Organic Chemistry II CHM 353 - Quantitative Analytical Chemistry CHM 362 - Chemical Thermodynamics, Statistical Mechanics, and Kinetics (Physical Chemistry) CHM 370 - BioOrganic Chemistry (or a Biochemistry course) CHM 491 - Chemistry Seminar (four semesters) CHM 499 - Introduction to Chemical Research SCI 490 - Integrated Science or other approved Keystone MAT 145 - Calculus I MAT 146 - Calculus II PHY 121 - General Physics I PHY 122 - General Physics II COM 115 or COM 111 - a public speaking course One course from: CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 482 - Advanced Inorganic Chemistry 180 Physics Major (for licensure in physics 9-12) Broad base requirements, plus undergraduate major in physics: PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II SCI 490 - Integrated Science or other approved Keystone Two additional physics courses above 122; PHY 261 recommended MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics CHM 115 - General Chemistry I CHM 116 - General Chemistry II Post-baccalaureate Teaching Licensure Students who have earned a bachelor’s degree elsewhere and seek Natural Science teaching licensure at Augsburg are required to complete a minimum of two upper division biology courses at Augsburg with grades of 2.5 or higher. For a complete list of courses and descriptions, see the Course Description Search. 181 Bachelor of Science in Nursing (BSN) Completion The Augsburg College BSN Completion program is designed exclusively for registered nurses who want to advance their education, increase their career opportunities, and address changing health needs in a variety of rapidly changing care settings and communities. No longer do nurses practice only in hospitals, they are moving into communities, corporations, parishes, schools, rehabilitation centers and long term care facilities, as well as into their own private practices. Wherever they work, nurses are making a difference in community health and well-being by providing comprehensive health care for diverse groups of persons across the lifespan. The BSN program at Augsburg prepares nurses to synthesize knowledge from the liberal arts with the art and science of nursing. Educational opportunities are provided that challenge students’ interests and engage their creativity as they increase skills in critical thinking, speaking, writing, ethics, nursing theories, community assessment, leadership, decision-making and the role of citizen nurse. Classes that combine short-term immersion experiences of study both at home and abroad are woven into the BSN curriculum. Students are invited to participate in these exciting endeavors as they are able. Augsburg’s BSN program is fully accredited by the Commission on Collegiate Nursing Education (CCNE). Graduates of the program are eligible to apply for a public health nurse registration certificate through the Minnesota State Board of Nursing. Department of Nursing Faculty Pauline Abraham, Katherine Baumgartner, Kathleen Clark, Kaija Freborg, Cheryl Leuning, Virginia McCarthy, Kristin McHale, Joyce Miller (Chair), Pamela Moss, Deborah Schuhmacher Staff: Sharon Wade, Linden Gawboy Degree and Major Requirements Nursing Major, BSN Seven 4-semester credit hour courses, including: NUR 300 - Trends and Issues in Nursing NUR 305 - Communication NUR 306 - Paradigms in Nursing NUR 403 - Families and the Life Cycle NUR 410 - Community Health Nursing I NUR 411 - Practicum: Community Health Nursing II NUR 490 - Leadership/Management A minimum grade of 2.0 in each nursing course and a cumulative major GPA of 2.5 are required. Students also must complete Augsburg’s residence and general education requirements. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the required courses in the Nursing major and are met by completing the major. Students petitioning to transfer in upper division nursing courses from another institution to meet requirements in the nursing major at Augsburg must consult an advisor about potential adjustments to their course requirements to fulfill each of these graduation skills. 182 Other Information The BSN program has been planned so that courses in the nursing major can be completed over 16 months of full-time study taking two courses per semester. Students can pursue their studies as quickly as 12 months taking three courses per semester, based on personal choice. Students will be assigned to a nursing faculty adviser to develop a plan of study. More time may be required to complete the total course of study depending on the number of liberal arts (general education) courses individual students need to complete the BSN degree and the number of credits each student transfers to Augsburg College from other colleges or universities. Students in Nursing may take non-nursing courses in both the Day and Adult Undergraduate programs. Students interested in pursuing the Nursing major should consult with BSN admissions staff in the Admissions Office for assistance applying. Admission to the Nursing Major In addition to meeting admission requirements for Augsburg College, admission to the Nursing major requires the following:          Completed application Cumulative GPA of 2.5 or higher in one’s basic nursing program Unencumbered RN license–applicant must be a registered nurse who is licensed and currently registered to practice in Minnesota prior to beginning the Nursing major Evidence of HIPAA training Up-to-date immunization records Criminal background check (details provided in application process) Special conditions: Students may be provisionally admitted to the Bachelor of Science in Nursing program at Augsburg due to a cumulative GPA of less than 2.5 in their basic nursing program. Full admission to the program requires students to achieve a GPA of 3.00 or better in two liberal arts courses at Augsburg before being fully admitted to the BSN program. Students may apply to Augsburg College prior to completion of their degree program. However, all BSN program admission requirements must be met prior to matriculating into the BSN program at Augsburg. Credit for Previous Nursing Courses Registered nurses (RNs) transferring into Augsburg College’s BSN completion program will be granted 28 semester credits in recognition of their previous lower division nursing coursework if the following standards are met:   Prior nursing education in the United States is taken in an associate degree in nursing (ADN) program or a diploma in nursing program. Both must be state board-approved programs. Nursing coursework taken outside of the United States is submitted for evaluation to the World Education Services (WES), an agency approved by Augsburg College to evaluate foreign transcripts. Reports should be sent directly to Augsburg College. In addition, nursing coursework must be verified for authenticity by the Commission on Graduates of Foreign Nursing Schools (CGFNS). Applicants must request CGFNS (www.cgfns.org) to forward the educational credentials report to the Minnesota State Board of Nursing. Once their credentials are verified, applicants must apply for licensure and demonstrate successful passing of the National Council Licensure Examination (NCLEX). Nurses who have previously submitted CGFNS credential verification in a state other than Minnesota, and who have passed the NCLEX, will be considered for admission and must meet the same residency requirements expected of all students. Students who change their major and transfer out of the BSN completion program will lose the 28 semester credit block grant and their transfer credit evaluation will be reassessed. The 28 semester credit block grant will be applied toward a Bachelor of Science degree in Nursing only. 183 Options for Completing the Degree Augsburg recognizes that nurses have a variety of time schedules, personal responsibilities, and work demands that must be taken into account in any decision to work toward a college degree. For this reason, Augsburg offers full- and part-time sequential alternatives for pursuing a Nursing degree. Courses in the Nursing major are generally offered on weekday evenings with practicum courses (NUR 410 and 411) requiring additional weekday time. Generally, nursing classes meet on alternate weekday evenings for four-hour time blocks. Online instruction and activities occur between face-to-face class times. Optional immersion courses and practicums at home and abroad are scheduled throughout the year. Check with the Department of Nursing for details. It is recommended to work with an academic advisor for advice on liberal arts courses. Nursing majors can complete courses toward the bachelor’s degree at the Minneapolis and at the Rochester campuses. Transfer of Upper Division Nursing Courses BSN students who are provisionally accepted into the Master of Arts in Nursing program at Augsburg may enroll in up to three designated MAN courses, which can be used to fulfill elective credits in the BSN program as well as fulfill credits in the MAN program. Note that these graduate courses may not transfer into another college or university as graduate courses if they have been used to complete the BSN; Augsburg College, however, accepts the courses as also fulfilling requirements in the MAN. The three graduate Nursing courses plus the practica include the following: NUR 500 - Transcultural Health Care (3 semester credits) NUR 500P - Practicum: Transcultural Health Care (1 semester credit) NUR 532 - Transcultural Healing and Self Care (3 semester credits) NUR 532P - Practicum: Transcultural Healing Practices and Self Care (1 semester credit) NUR 541 - The Politics of Health Care (3 semester credits) NUR 541P - Practicum: Politics of Health Care (1 semester credit) (see current class schedule for practicum offerings) Note: Students who decelerate for more than five years may be asked to audit courses already taken. There is a fee to audit courses. Departmental Honors Admission to the honors major requires a GPA of at least 3.60 in the major and 3.30 overall, application to the department chair by November 1 of the senior year, recommendation by nursing faculty, and an honors thesis to be presented before a faculty committee by April 15. Candidates register for NUR 499 to complete the honors requirement. Latin Honors To be eligible for Latin honors, a student must meet minimum GPA standards as well as complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only as P/N by the department will not be counted, nor will N grades). For further information, see the Latin Honors section in Academic Information. For a complete list of courses and descriptions, see the Course Description Search. 184 Philosophy Philosophy, in an important sense, is the most fundamental of the disciplines. All sciences and most other disciplines arose out of it. Moreover, philosophy is concerned with asking and answering the “big” questions that are the most basic. For example: Is there a God? Is there life after death? Are there absolute moral standards? What kind of life is the best? What is knowledge and what are its sources? Students learn to ask and answer these and other similar questions for themselves through the development and use of critical reasoning, assisted by the study of philosophers from the past and present. The Philosophy major has been carefully planned so that students can easily graduate with two majors. Some Philosophy majors continue on to graduate school in philosophy, while others use the major to prepare for other professional studies such as law, medicine, religious ministry, or journalism. Philosophy Faculty David Apolloni (Chair), Markus Führer, Eric Helleloid, Marit A. Peterson Degree and Major Requirements Philosophy Major Eight courses including: PHI 230 - Logic or PHI 385 - Formal Logic and Computation Theory PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy A 400-level Philosophy course (other than PHI 499) Two elective courses in Philosophy Four courses must be upper division Note: The Philosophy department at present does not offer a keystone PHI 499 course of its own. We recommend that majors take the keystone course offered in the Religion Department, or (in the case of double majors) in the department of the other major. Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The Quantitative Reasoning (QR) graduation skill can be met by taking PHI 230. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Language requirement The Philosophy Department has no specific language requirement besides the one of the College, but it recommends for Philosophy majors Greek, Latin, French, or German, at the discretion of the faculty advisor. Major in Computational Philosophy In addition to a major and minor in Philosophy, the Philosophy department also offers a cross-disciplinary major in conjunction with the Computer Science department emphasizing areas of interest in which philosophy and computer science overlap: logic, artificial intelligence, cognitive science, philosophy of mind, and philosophy of language. The 185 purpose of the major is to augment the technical skills of a computer scientist with the creativity and liberal arts perspective of a philosopher. The result is a degree that is very marketable in industry and that provides an excellent logical and philosophical background for those wishing to pursue graduate study in philosophy. See Computer Science for more information. Departmental Honors Admission to the Philosophy honors program is by recommendation of the Philosophy faculty. Such recommendations will be made at the end of the junior year. The program will consist of an honors thesis on an approved topic of the student’s choice that involves research above the course level, and a defense of this thesis before the faculty of the department. Philosophy Minor Five courses, including two from: PHI 241 - History of Philosophy I: Ancient Greek Philosophy PHI 242 - History of Philosophy II: Medieval and Renaissance Philosophy PHI 343 - History of Philosophy III: Early Modern and 19th-Century Philosophy PHI 344 - History of Philosophy IV: 20th-21st Century Philosophy For a complete list of courses and descriptions, see the Course Description Search. 186 Physics Physicists are a curious and ambitious lot. Their aim is to understand the fundamental principles that describe and govern all physical aspects of the universe. Historically called “natural philosophers,” physicists investigate by means of controlled experimentation and mathematical analysis. Physics includes the study of systems ranging from sub-atomic particles to the largest galaxies and from the relative stillness of near absolute zero to the fiery activity of stars. Physics plays an important role in many of the liberal arts disciplines and contributes to society’s understanding of such areas as energy, weather, medical science, and space exploration. A good background in physics (and the associated problem solving skills obtained therein) will prepare you well for a multitude of careers. Recognizing the importance of physics in contemporary life and the need to keep abreast of rapid technological advances, the department strives to give students not only an understanding of basic concepts, but also insights into recent developments. A rigorous major provides students with the preparation required for graduate study in physics. It also provides flexibility, serving as a stepping stone to advanced work in related areas such as astronomy, engineering, materials science, atmospheric science and meteorology, oceanography, biophysics, environmental science, and the medical and health-related fields. The department serves the liberal arts by offering courses for non-science students that enable them to attain a general understanding of a particular area of science. These courses provide the basis for further study and enable students to follow new developments in science with heightened awareness and comprehension. The department supervises the pre-engineering program, with degree programs available at cooperating universities at both the bachelor’s and advanced degree levels, and administers Augsburg College’s portion of funds designated for the Minnesota Space Grant College Consortium, funded by NASA. It also maintains active research programs through its Center for Atmospheric and Space Sciences and the Sverdrup Laboratory for Biophysics, with support from the National Science Foundation, NASA, and other private and public sources. Several students work as research assistants in these efforts during the academic year and in the summer. Cooperative education, internship, and undergraduate research programs provide opportunities for students to apply their knowledge and problem-solving skills in practical situations in industrial, governmental, and academic settings. Faculty Stuart Anderson, Mark Engebretson, Jeffrey Johnson, Mary Lanzerotti, David Murr, Ben Stottrup (Chair), David Venne Physics Research Staff: Jennifer Posch Degree and Major Requirements Physics Major, BA PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 351 - Mechanics I PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II Two elective physics courses above PHY 122 MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences 187 Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses—COM 111, COM 115, or MAT 201 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major, BS PHY 121 - General Physics I PHY 122 - General Physics II PHY 245 - Modern Physics PHY 261 - Electronics PHY 351 - Mechanics I PHY 352 - Mechanics II PHY 362 - Electromagnetic Fields I PHY 363 - Electromagnetic Fields II PHY 395 - Comprehensive Laboratory I PHY 396 - Comprehensive Laboratory II PHY 486 - Quantum Physics One Physics course above PHY 122 CHM 115 - General Chemistry I CHM 116 - General Chemistry II MAT 145 - Calculus I MAT 146 - Calculus II MAT 245 - Calculus III PHY 327 - Special Functions of Mathematical Physics or MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Physics Major with Concentration in Space Physics, BS 72 credits. It is the same as the BS major, with the addition of PHY 320 - Introduction to Space Science and PHY 420 Plasma Physics, and the omission of the elective Physics course. Physics Major with Concentration in Biophysics, BS It is the same as the Physics BS major, with the addition of PHY 317 - Biophysics, one independent project (PHY, CHM, BIO, or MAT 499), and one elective from the following (in place of one elective above PHY122): BIO 253 - Introductory Cellular Biology BIO 355 - Genetics BIO 369 - Biochemistry BIO 471 - Advanced Cellular and Molecular Biology BIO 475 - Neurobiology 188 BIO 476 - Microbiology BIO 486 - Immunology CHM 353 - Quantitative Analytical Chemistry CHM 367 - Properties of Polymers CHM 368 - Quantum Chemistry, Molecular Structure, and Spectroscopy CHM 464 - Advanced Organic Chemistry CHM 470 - Principles of Medicinal Chemistry CHM 481 - Instrumental Analysis MAT 369 - Modeling and Differential Equations in Biological and Natural Sciences PHY 327 - Special Functions of Mathematical Physics PHY 430 - Introduction to Solid State Physics Departmental Honors A GPA of 3.50 in physics and 3.30 overall. An original research project on a significant topic in Physics with an oral presentation and written report. Project proposals should be made to the department by Sept. 30 of the senior year. Final project submissions are due to April 1st. Other Requirements In planning their courses of study, students are encouraged to work closely with members of the Physics faculty. Normally, students should have MAT 145, 146, and PHY 121, 122 during the first year, and MAT 245 and 369 (or PHY 327) during the sophomore year. Graduation Skills Graduation skills in Critical Thinking (CT) and Writing (W) are embedded throughout the offered courses and are met by completing the major. Consult your department chair or academic advisor for requirements for meeting the Quantitative Reasoning (QR) graduation skill. The graduation skill in Speaking (S) is met by completing the following course—COM 115 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Physics Minor Seven courses including: PHY 121 - General Physics I PHY 122 - General Physics II MAT 145 - Calculus I MAT 146 - Calculus II Three elective physics courses above PHY 122 Society of Physics Students The Augsburg chapter of the Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in the society is open to all students interested in physics. 189 Sigma Pi Sigma Membership in the Augsburg chapter of this national physics honor society is open to those students who have completed the equivalent of a minor in physics, have a GPA of 3.00 in physics and overall, and rank in the upper third of their class. For a complete list of courses and descriptions, see the Course Description Search. 190 Political Science Political Science at Augsburg College helps prepare you for many things: political engagement, pursuit of an advanced degree, a successful career. Political science focuses on the role of power and authority in human affairs, something relevant to any field you might choose. Understanding power and authority is also necessary for anyone interested in political and social change. The major prepares you for many options after graduation, including law school, or graduate work in areas such as political science, public administration, and public policy. Our majors have gone on to work in government, business, communications, the non-profit sector, and education, and numerous other fields. Internships are within easy reach of the campus, because of our location in the heart of the Twin Cities metro area. Grounded in the diverse and international community around Augsburg, the department directly engages the world and issues around us. Numerous study abroad programs are also available, as well as learning opportunities throughout the country. The Model UN program, which travels annually to New York, is a highlight for many students. Our majors experience an education which can extend from the classroom to the surrounding community to places around the world. Our experienced faculty teach in all major areas of political science, and also possess special expertise in campaigns and elections, immigration and ethnic politics, urban and environmental politics, gender and politics, economic development, comparative and international politics, mass communications and other information technology, and American public law. Our broad, balanced, and flexible course offerings, combined with the many special educational opportunities, enhance your potential for graduate study and a successful career. Faculty Andrew Aoki (Chair), Sarah Combellick-Bidney, Milda Hedblom, Elizabeth Klages, Norma Noonan (emerita), Joseph Underhill Degree and Major Requirements A 2.0 minimum grade is required in all courses taken for the major. Political Science Major Ten courses: POL 158 - Introduction to Political Science POL 483 - Political Statistics and Methodology POL 484 - Political Analysis One elective from the following: POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 160 - World Politics POL 170 - Law in the United States At least five other upper division courses in four out of five Political Science areas. A seminar in one of the five areas may be counted for that area. Only one internship may count for an upper division area. One other Political Science course in any area, upper or lower division Political Science Area Courses This is a list of commonly offered courses that fulfill the upper division area elective requirements. Students may also satisfy the elective requirements with a variety of courses from study abroad experiences, HECUA, or other programs, 191 with the permission of the department. POL495 can be used toward area requirements with advisor approval. The applicable area will vary based on the topic of the course.      Area 1 – American Government and Politics: POL325, 326, 342, or 421 Area 2 – Comparative Politics and Analysis: POL350, 359, or 459 Area 3 – International Politics: POL368, 461, or 490 Area 4 – Public Law: POL370 or 371 Area 5 – Political Theory and Analysis: POL380 or 381 Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Speaking (S) is met by completing one of the following courses: POL 325, POL 326, or POL 380 Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Pre-Law Concentration in Political Science 11 required courses including: POL 121 - American Government and Politics POL 170 - Law in the United States POL 483 - Political Statistics and Methodology POL 484 - Political Analysis Two of the following three courses: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking Electives (five total): Three courses from the choices below: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought POL 381 - Topics: Democratic Theory And two additional upper level courses in Political Science (can come from the list above, or be any other upper level Political Science course). Public Policy and Political Change Concentration in Political Science 10 courses plus an internship, including: ECO 112 - Principles of Macroeconomics or ECO 113 - Principles of Microeconomics POL 121 - American Government and Politics or POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior ECO 490 - Research Methods in Econometrics or POL 483 - Political Statistics and Methodology 192 or SOC 362 - Statistical Analysis POL 484 - Political Analysis One Course from the Following: POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 124 - American Women and Politics POL 158 - Introduction to Political Science POL 160 - World Politics POL 170 - Law in the United States Four Courses from the Following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior POL 342 - Mass Communication in Society POL 370 - Constitutional Law POL 371 - Topics POL 381 - Topics: Democratic Theory POL 421 - Topics: American Politics POL 461 - Topics: International Politics ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Regional Planning Plus an internship, usually taken as POL 399. Notes       POL 140 can be substituted for POL 122, with advisor approval. If both POL 121 and 122 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. If both POL 325 and 326 are completed, one can count for section I and one for section III. The same course cannot fulfill requirements in both sections. Only one economics course (either 312 or 313) can be counted toward the four courses required in Section III. The internship can be taken for credit or not-for-credit. A student taking an internship not for credit must still have a Political Science department faculty member supervising the internship, and must fulfill certain academic requirements, which will be explained by the supervising faculty member. Substitutions to the courses above can be approved by the department chair. For example, the department sometimes offers relevant topics courses under numbers not listed above. Political Science Areas (I) (II) (III) (IV) (V) American Government and Politics Comparative Politics and Analysis International Politics Public Law Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. 193 Departmental Honors The honors major in Political Science includes the requirements listed above, plus the following: The student’s GPA must be 3.50 in Political Science courses and 3.00 overall; the student must take an honors independent study and a seminar, and must submit an honors thesis to be defended before a faculty committee. Students may work with any member of the department on their honors thesis. For specific requirements, consult the department chair. For a student to be eligible for departmental honors, all courses in the major must be taken with traditional grading (not P/N). Exceptions may be made in extraordinary circumstances. Political Science Minor Five courses, including: POL 121 - American Government and Politics or POL 122 - Metropolitan Complex or POL 170 - Law in the United States POL 158 - Introduction to Political Science And at least three upper-division courses in three out of five political science areas POL 483 may not usually be used for a minor. Pre-Law Minor Four Required Courses: POL 121 - American Government and Politics POL 170 - Law in the United States Two of the following: ENL 220 - Intermediate Expository Writing or ENL 223 - Writing for Business and the Professions PHI 230 - Logic COM 111 - Public Speaking Two electives from the following: POL 350 - Topics: European Politics POL 370 - Constitutional Law POL 371 - Topics POL 380 - Western Political Thought When necessary, substitutions can be approved by the chair (e.g. if a required course has to be canceled). Public Policy and Political Change Minor Core courses: POL 121 - American Government and Politics or POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy or POL 326 - Political Parties and Behavior POL 399 - Internship 194 Three of the following: POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy POL 326 - Political Parties and Behavior POL 342 - Mass Communication in Society POL 381 - Topics in Democratic Theory POL 421 - Topics in American Politics POL 461 - Topics in International Politics ECO 312 - Intermediate Macroeconomics or ECO 313 - Intermediate Microeconomics SOC 381 - City and Regional Planning Notes    POL 140 can be substituted for POL 122, with advisor approval. If both POL 325 and 326 are completed, one can count for section I and one for section II. The same course cannot fulfill requirements in both sections. Only one Economics course (either 312 or 313) can be counted toward the three courses required in Section II. Teaching Major in Political Science and Economics Total of 12 courses required: five courses in economics, five courses in political science, and two courses in education. ECO 112 or 113 and POL 121 also fulfill requirements for the social studies core; education courses also fulfill licensure requirements for secondary education. Economics Courses: ECO 112 - Principles of Macroeconomics (elective for social science core) ECO 113 - Principles of Microeconomics (elective for social science core) ECO 312 - Intermediate Macroeconomics or ECO 315 - Money and Banking ECO 313 - Intermediate Microeconomics One other upper division Economics course Education Courses: EDC 200 - Orientation to Education in an Urban Setting (required for licensure) ESE 310 - 5-12 Methods: Social Studies (Capstone course) (required for licensure) Political Science Courses: POL 121 - American Government (social science core course) Two upper-level political science courses (must be in two different areas) Two other Political Science courses In addition, in order to graduate with this major, a student must have been admitted into the Department of Education. To be licensed in social studies, additional education courses and the social studies core are required. Note: Students interested in secondary education may take a Political Science major or the teaching major in Economics and Political Science. Either option requires that the student also take courses required for the social studies core. For more information, see the department chair. For a complete list of courses and descriptions, see the Course Description Search. 195 Psychology Psychology is an exploration of behavior and mental processes. As an integral part of a liberal arts education, psychology contributes to the understanding of individual and group behavior. The study of psychology equips students to understand and use the scientific method to think creatively and critically beyond the classroom. To prepare students for graduate study and work in psychology, the major emphasizes the complementary components of a strong foundation in research and theoretical work with the application of knowledge and skills in coursework, research experiences, and internships within the community. The curriculum’s emphasis on the experiential dimensions of learning and the integration of liberal arts and professional domains prepares students for careers in many settings including business, education, social services, research, law, government, religious institutions, and medicine. Faculty members in the Department of Psychology have varied professional specializations including clinical, counseling, physiological, developmental, social, cognitive, and industrial/organizational psychology as well as expertise in psychological applications to health, law, and public policy. Students may tap this expertise through a variety of learning experiences including group and individual projects, Psi Chi Honor Society, and faculty-student research teams. Faculty Stacy Freiheit (Chair), Ben Denkinger, O. Evren Guler, David Matz, Bridget Robinson-Riegler, Brian Rood, Nancy Steblay, Henry Yoon Degree and Major Requirements Psychology Major The major is 10 courses including: PSY 105 - Principles of Psychology PSY 215 - Research Methods and Statistics I PSY 315 - Research Methods and Statistics II At least one course from the following: PSY 325 - Social Behavior PSY 354 - Cognitive Psychology PSY 355 - Biopsychology At least one course from the following: PSY 491 - Advanced Research Seminar PSY 493 - Seminar: Contemporary Issues Professional Perspectives: PSY 400 - Keystone Internship At least one course from the following: PSY 201 - Health Psychology PSY 235 - Psychology and Law PSY 263 - Sports Psychology PSY 357 - Behavioral Analysis PSY 359 - Assessment PSY 373 - Industrial/Organizational Psychology PSY 385 - Counseling Psychology PSY 410 - Clinical Neuropsychology Electives (three courses in psychology) 196 Majors are encouraged to take more than the minimum 10 required psychology courses. Note: A minimum of five courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400 and 499 may be counted. Graduation Skills Graduation skills in Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) are embedded throughout the offered courses and are met by completing the major. Transfer students should consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. All psychology majors must have an advisor in the Psychology department. Transfer Students Transfer-course policy for majors and minors: All transfer courses, including ACTC courses, must be approved by the chair. Only those psychology courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective or PSY 105 credit for the major. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Biopsychology Major The Psychology and Biology Departments jointly offer a program in Biopsychology. See Biopsychology in the departmental pages of this catalog. Concentration in Clinical Psychology The Clinical Psychology concentration is designed to prepare students for careers and graduate education in mental health care fields. Students will learn about the biological, psychological, and social factors related to defining, understanding, and treating abnormal behavior. Emphasis is placed on developing knowledge and skills related to both the science and practice of psychology. Experiential learning opportunities include collaborating on faculty-student research projects and completing an internship in a real-world mental health setting. See the department chair for specific requirements. Concentration in Psychology and Law The field of psychology and law involves the application of scientific and professional aspects of psychology to questions and issues relating to law and the legal system. This field encompasses contributions made in a number of different areas—research, clinical practice, public policy, and teaching/training among them—from a variety of orientations within the field of psychology, such as developmental, social, cognitive, neuropsychology, and clinical. Students in this concentration will participate in at least three experiential learning venues: laboratory research, a community-based internship, and study tours to Hennepin County courts. See the department chair for specific requirements. Concentration in Social Psychology Both the Sociology and Psychology Departments offer courses relevant to students with interests in social psychology. The intent of the Social Psychology concentration is to provide students with a solid disciplinary foundation along with specific coursework to strengthen a cross-disciplinary social psychological perspective. Coursework will emphasize research skills, theoretical analysis, and applied work in areas intended to prepare students for careers in law, 197 consulting, research, and social policy, as well as many other areas. In addition, the Social Psychology concentration is ideal for graduate school preparation. See the department chair for specific requirements. Departmental Honors GPA of 3.50 in the major and overall, and completion of a high-quality research project. Formal application must be made during the junior year. Consult the department chair for more detailed requirements. Minor Five courses, including PSY 105, and four electives. A minimum of two courses must be from Augsburg. No more than two courses from among PSY 199, 299, 399/396, 400, and 499 may be counted. For a complete list of courses and descriptions, see the Course Description Search. 198 Religion, Youth and Family Ministry In today’s complex world, issues and conflicts are increasingly influenced by deeply-held religious beliefs and values. The study of religion at Augsburg College invites students on a search for meaning, challenging them to explore their own religious beliefs and those of their neighbors, to gain a broader view of the role of faith in public life, and to better understand our global context. As an academic discipline, religion probes many of life’s critical questions:         Who are we as human beings and where did we come from? Why do bad things happen? How can we live meaningful lives? What happens after we die? How do our values shape our choices? What is our responsibility to others? What texts are sacred and how should we read them? How can we encourage cooperation and respect among people of different faiths? Students begin their search for meaning in the Core Curriculum courses, REL 100 and 200 (or equivalent elective course). Here they learn to articulate their own beliefs and to understand that what they believe really matters. Students engage in a close reading of the Bible and other sacred texts, study their historical contexts, and apply these insights to contemporary social issues. They also explore their own gifts and how these might be used in service of the broader community as they pursue a life of vocation. Students are invited to deepen their pursuit of these questions by choosing a major or minor in Religion, which offers a wide range of courses in theology, biblical studies, and world religions. As a college of the Evangelical Lutheran Church in America (ELCA), Augsburg faculty and staff are eager to engage in dialogue with Christians from all denominations, with people who practice other faith traditions, and with those who claim no particular beliefs. Faculty in the Religion Department represent several Christian denominations and model respectful dialogue with students from a variety of faith perspectives. We challenge all of our students to respect and learn from one another and to think critically about matters of faith and reason in our lives together. Faculty Mary Lowe (Chair), Lori Brandt Hale, Russell Kleckley, Matthew Maruggi, Jeremy Myers, Philip Quanbeck II, Marty Stortz, Mark Tranvik, and Hans Wiersma Majors The Religion Department offers two majors: Religion (REL) and Youth and Family Ministry (YFM). Prerequisites REL 100 is a prerequisite to all other courses. Transfer Courses All transfer courses for majors and minors, including ACTC courses, must be approved in writing by the chair. Only courses successfully completed (2.0 or above) within the last 10 years will be considered. In general, courses that meet the transfer guidelines may only be applied to elective credit for the major. Advising All majors must have an advisor in the department. Departmental Honors GPA of 3.50 in the major and 3.00 overall, research project approved by the department, and colloquium with the department. Application must be received by the department by December 30 of the student’s senior year. 199 Religion A Religion major provides a strong foundation in the liberal arts and prepares students for professional work and graduate studies in a wide range of fields. Since the major requires only eight courses (32 credits), students are encouraged to double-major in a related field. Students considering seminary should take two Bible courses and one course in theology or church history. Students planning on graduate studies in religion ought to complete one Bible course, a world religions course, and the Philosophy of Religion course. A Religion major also provides strong preparation for graduate studies in theology, religious studies, sacred scripture, church history, and related fields. The major prepares students to think critically, read analytically, write clearly, and speak confidently—skills that make our graduates attractive to graduate schools. Degree and Major Requirements Religion Major, BA Eight courses (32 credits) including: REL 210 - Research Methods in Religion REL 495 - Religion Keystone Six additional electives (24 credits) Note: Keystone, especially for majors, should be taken in the junior or senior year. One New Testament Greek course may be applied to the major. Graduation Skills The Critical Thinking (CT) graduation skill is embedded throughout the offered courses and is met by completing the major. The graduation skills in Quantitative Reasoning (QR), Speaking (S) and Writing (W) are met by completing the following courses: QR: GST 200, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major S: REL 302, 386 or consult with advisor for an approved course outside the major W: REL 495 and one of the following: REL 362, 370, or 481 Transfer students must consult a Religion Department advisor about potential adjustments to their course requirements to fulfill each of these skills. Religion Minor Five religion courses (20 credits) including REL 100. Note for majors and minors: Students are required to have at least a 2.0 GPA in courses counted toward the major or minor. One or two courses (4-8 credits) in Youth and Family Ministry (YFM) may count toward the Religion major or minor. For a complete list of courses and descriptions, see the Course Description Search. 200 Youth and Family Ministry The major in youth and family ministry prepares persons for faithful work as youth and family ministers in Christian congregations and other ministry settings. This major is interdisciplinary, combining a core study of theology, Bible, and ministry with supporting coursework in the social sciences. A distinctive element of the major is the combination of practical and theological training: students will have many opportunities to apply their knowledge and discernment skills in specific ministry contexts, including a supervised internship. Students must declare the YFM major and receive faculty approval before participating in off-site fieldwork. A Youth and Family Ministry minor is also offered. Associate in Ministry (AIM) Coursework completed with the major fulfills part of the requirements for Associate in Ministry (AIM) status within the Evangelical Lutheran Church in America. Students interested in AIM certification should consult with their home synod and with a YFM advisor no later than their second year. Youth and Family Ministry Major 60 credits including: Theology core (24 credits): REL 210 - Research Methods in Religion REL 301 - Interpreting the Old Testament REL 302 - Interpreting the New Testament REL 362 - Martin Luther and the Reformation REL 481 - Contemporary Theology REL 495 - Religion Keystone Youth and family ministry core (16 credits): YFM 208 - Vocational Formation I [required non-credit experience] YFM 209 - Vocational Formation II [required non-credit experience] YFM 235 - Foundations for Ministry with Youth and Families YFM 305 - Ministry Practices YFM 358 - Life and Work of the Church YFM 399 - Internship Youth and family ministry electives (8 credits): YFM 205 - Exploring Topics in Youth and Family Ministry (choose two topics course from a list of 2 credit courses) One other 200-level, 300-level, or 400-level REL or YFM course not already used towards the major and preapproved by the student’s advisor. And three supporting courses (12 credits): SOC 231 - Family Systems: Cross Cultural Perspective PSY 105 - Principles of Psychology PSY 250 - Child Development or PSY 252 - Adolescent and Young Adult Development Note: A student with a youth and family ministry major or minor may not also major or minor in religion. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. The graduation skill in Quantitative Reasoning (QR) is met by the following: QR: GST 200, MAT 145, MAT 146, MAT 163, or PHI 230; or by the QR requirement for a second major 201 Youth and Family Ministry Minor The minor consists of the following five courses (20 credits): YFM 235 - Foundations for Ministry with Youth and Families One youth and family ministry course from: YFM 305 - Ministry Practices YFM 358 - Life and Work of the Church One Bible survey course from: REL 301 - Interpreting the Old Testament REL 302 - Interpreting the New Testament One theology course from: REL 362 - Martin Luther and the Reformation REL 481 - Contemporary Theology One course (4 credits) from the theology core, YFM core, or YFM electives as listed in the major. For a complete list of courses and descriptions, see the Course Description Search. 202 Social Studies Teaching Licensure The social studies licensure program is designed to combine a strong content focus with early and ongoing teaching preparation courses that meet Minnesota licensure requirements. Students preparing to teach social studies at the secondary level must complete a broad foundation program in the social sciences and professional requirements within the Education Department. Coordinators Michael Lansing, History, Content Liaison Chris Brown, Secondary Education Social Studies Coordinator Social Studies Teaching Licensure Core requirements: ECO 113 - Principles of Microeconomics ESE 220 - Introduction to Human Geography HIS 120 - America to 1815 or HIS 121 - 19th-Century United States or HIS 122 - 20th-Century United States POL 121 - American Government and Politics PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology ANT 141 - Introduction to Cultural Anthropology Plus a major in one of six fields—Economics, History, Political Economics, Political Science, Psychology, or Sociology. Geography and anthropology are also acceptable fields, although they are not offered as majors on the Augsburg campus. An interdisciplinary Social Studies major is available for persons holding a bachelor’s degree and seeking licensure only. Consult with Chris Brown for details. Students considering a career in social studies education should consult the Augsburg Education Department and the Social Studies coordinator by the beginning of their sophomore year. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. Students should consult with the Augsburg Education Department to identify current Minnesota teacher licensure requirements. For a complete list of courses and descriptions, see the Course Description Search. 203 Social Work Professional social work is for students who have the desire to better the lives of people. Social work is for students who want to learn the skills necessary for a successful and satisfying career for themselves and the lifelong benefit of working with colleagues who also love their work. Our accredited program will immerse you in the skills and theories of social work and interweave that body of knowledge with the liberal arts, psychology, sociology, economics, and political science. The curriculum will prepare you for internships in a range of human service agencies including, schools, hospitals, community centers, food shelves, women’s centers and a number of other settings in your junior and senior year. The BSW program believes in social justice and teaches students how to engage the system to achieve it. The program addresses multicultural practice through a required course and also a special elective course on Intergroup Dialogue. The bachelor of social work degree awarded will allow you to be successful in your chosen areas of social work practice and prepared to work in multicultural settings. Students graduating with a Social Work major receive a Bachelor of Science degree in social work and are eligible to apply for licensure as a generalist social worker. Over ninety-five percent pass the exam on their first attempt. Students interested in a graduate degree in social work (MSW) are encouraged to apply to our Master of Social Work program. The undergraduate degree provides transferable credits toward the foundation year of an MSW program, reducing the number of credits needed. Both the undergraduate and graduate Social Work programs are accredited by the Council on Social Work Education. For more information about the MSW program, consult the Graduate Catalog. Social Work Faculty Michael Schock (Chair), Laura Boisen (MSW Field Coordinator), Lois Bosch (MSW Program Director), Ankita Deka, Christina Erickson (BSW Field Coordinator), Melissa Hensley, Renee Hepperlen, Bibiana Koh (BSW Program Director), Barbara Lehmann, Nancy Rodenborg Degree and Major Requirements The BSW degree consists of ten upper level courses and a total of seven supporting courses. Social Work courses that are open to non-majors are designated with an asterisk. The Supporting Courses Select one of these three courses: SWK 100 - Introduction to Professional Social Work* SWK 210 - Environmental Justice and Social Change* SWK 230 - Global Peace and Social Development* Select one of these four courses: ECO 112 - Principles of Macroeconomics POL 121 - American Government and Politics POL 122 - Metropolitan Complex POL 325 - Politics and Public Policy Take these four courses: BIO 121 - Human Biology PSY 105 - Principles of Psychology SOC 121 - Introduction to Sociology SWK 280 - Diversity and Inequality in Professional Practice* Select one of these two courses: SOC 362 - Statistical Analysis 204 MAT 163 - Introductory Statistics GPA Requirements for degree completion The minimum GPA for admission to the program is 2.2 on a four-point scale. After admission to the program, a minimum grade of 2.0 is required for each upper level course and a 2.2 cumulative GPA is required in the supporting program. Graduation Skills The Critical Thinking (CT), Speaking (S), and Writing (W) graduation skills are embedded throughout the curriculum and are met by completing the major. The Quantitative Reasoning (QR) graduation skill is met by taking SWK 401 and MAT 163 or SOC 362. Pass/No Credit Maximums for Majors All Social Work majors must take their upper level courses with traditional grading. Social Work majors are allowed to apply up to six credits with a grade of Pass (P) toward graduation. Students seeking Latin and Department Honors may only take two P/N credits. (See Latin Honors in Academic Information for additional details.) Social Work Major Ten upper level courses: SWK 301 - History and Analysis of Social Policy* SWK 303 - Human Development and the Social Environment* SWK 306 - Social Work Practice 1: With Individuals SWK 307 - Field Work 1: Integrative Seminar SWK 316 - Social Work Practice 2: With Families and Groups SWK 317 - Field Work 2: Integrative Seminar SWK 401 - Social Work Research and Evaluation SWK 406 - Social Work Practice 3: With Communities and Policies* SWK 407 - Field Work 3: Integrative Seminar SWK 417 - Field Work 4: Integrative Seminar (Senior Keystone course) Social Welfare Minor (for non-social work majors) The goal of the social welfare minor is to give non-majors a sense of the impact of social work on society and a means to incorporate some social welfare perspectives to their chosen career. Six courses including: SWK 100 - Introduction to Professional Social Work SWK 301 - History and Analysis of Social Policy SWK 303 - Human Development and the Social Environment SWK 406 - Social Work Practice 3: With Communities and Policies SOC 265 - Race, Class and Gender And one course from: POL 121 - American Government and Politics POL 158 - Introduction to Political Science POL 325 - Politics and Public Policy Required Social Work Field Placement Students are required to take a field placement at a social service agency in their junior and senior year. The field placements are a total 120 hours each semester which is 240 hours over the course of one year. 205 No credit for non-academic work In accordance with accreditation standards, the Social Work Department does not grant credit for life experience or previous work experience. Admission to the Major Students must apply to be admitted to the degree program in Social Work. This application process begins in the fall semester of the sophomore year at Augsburg or in the summer months for junior transfer students. Each Social Work major must complete the application materials and be officially admitted to the Social Work program before beginning the first field placement in the junior year. Social Work majors must have a cumulative 2.20 GPA to enter the program. Students who do not meet this minimum GPA standard will be given an opportunity to explain their GPA and may be considered for conditional admission. Admission to the program is required as a prerequisite for those 300- and 400level courses restricted to Social Work majors only. Contact the Social Work Department for details. Departmental Honors The Social Work Department offers students the opportunity to earn departmental honors through the completion of an applied or scholarly project. Students may apply for departmental honors if they have earned and maintain an overall GPA of 3.3 and maintain a cumulative GPA of 3.6 in all Social Work classes at the 300-level and above. Honors applicants may take up to two courses as P/N (pass/no credit) and must complete a minimum of 56 traditionally-graded Augsburg credits. Other requirements include the successful completion of a paper or project designed to demonstrate critical understanding of one area in the field of social work or social welfare. A faculty mentor will guide and supervise work on this paper or project. Please consult with the advisor or program director for complete details and deadlines. Social Work Study Abroad Opportunities The Augsburg BSW program is a leader in international education for its students. All majors are encouraged to study abroad at some point in their college career. Through The Center for Global Education, the BSW program offers an award-winning semester study abroad program in Cuernavaca, Mexico. Students in the spring semester of their junior year study social work in Mexico and finish their degrees on time. A similar option is offered for study in Norway. The Social Work department also offers a rotating selection of faculty-led, short courses to foreign countries such as China, Slovenian, South Africa and India. Social Work Course Sequence Social Work Entry Level Courses The Social Work major offers three ways to begin the BSW degree: SWK 100 is for those students interested in the breath of the profession; SWK 210 is for students whose interest is in environmental issues and social change strategies; and SWK 230 is for students interested in international social work and global issues. All three courses are equal as introductions to the major. All three courses feature an experiential learning component. Students volunteer 40 hours in a human service agency, program, or institution. The placement is selected by the student, approved by the course instructor, and supervised by agency staff. These courses are also open to non-majors. The department also offers a course in human diversity, SWK 280, which is to be taken after the entry level courses. Social Work upper level courses (300s and 400s) are taught in a two-year sequence. Courses are taught once a year. The senior keystone is SWK 417: Field Work 4: Integrative Seminar. Consult the BSW Program Manual for the degree courseschedule flowchart. For a complete list of courses and descriptions, see the Course Description Search. 206 Sociology Sociology is the scientific study of society and social interaction in groups. Our examination of human social organization provides the opportunity to improve the world we have created and in which we live. The sociological perspective provides an important way to critically understand how human beings come to think and act as they do in a variety of social contexts. The goal of the department is to guide students in gaining knowledge of social processes and the social order, how it affects them in their daily lives, and how it can be applied to their lives and vocations. Sociology majors develop an understanding of the theories of society and social groups, learn to create and use scientific tools of analysis, and practice the application of sociological concepts to the solution of social problems. The department urges students to use Augsburg’s metropolitan and international settings as a laboratory for learning. Internships enable majors to apply the theories and research skills of sociology while they explore career alternatives. Students also may take an independent study, special topics course, or field study toward that end. The major in Sociology has equipped our alumni to understand and function more effectively in the social world as professionals, citizens, and persons, providing the necessary knowledge base and analytical, writing, and critical thinking skills. Augsburg alumni who have majored in Sociology are currently employed in the nonprofit sector, research positions, human resources positions in both government and private corporations, criminal justice field, and as professors of sociology. Others have used the major as preparation for advanced study in areas such as law, human services, social work, urban planning, and the ministry. Sociology Faculty Lars Christiansen (Chair), Nancy Fischer, Garry Hesser, Diane Pike, Tim Pippert, James Vela-McConnell Degree and Major Requirements Sociology Major Sociology has a long-standing tradition as an excellent undergraduate major that applies to a number of fields from human services to criminal justice to business to public service. The foundation of the major at Augsburg is that it provides a clearly organized curriculum that is challenging, develops over the course of the major, and integrates and reinforces a challenging set of important skills; those skills include abstract thinking, writing, critical analysis, basic research, integration of theory and data, and the connection of the individual and collective perspectives in the unique way of the sociological imagination. The five core courses intentionally develop those skills in our students. The electives allow students to choose courses that add other skills related to areas of career interest. The major includes a total of 10 courses: five required core courses and five electives, at least three of which are upper division courses from the specified list below: Core courses: SOC 121 - Introduction to Sociology SOC 362 - Statistical Analysis SOC 363 - Research Methods SOC 485 - Sociological Theory SOC 490 - Senior Seminar and Keystone At least three of the following upper division courses (Prerequisite: SOC 121): SOC 320 - Sociology of Law SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SOC 375 - Social Psychology SOC 377 - Organizational Crime and Deviance SOC 380 - Disaster and Resilience 207 SOC 381 - City and Regional Planning SOC 387 - Juvenile Delinquency SOC 390 - Social Problems Analysis SOC 399 - Internship Two additional sociology electives Note: Majors must have a 2.0 or higher in each required course (SOC 121, 362, 363, 485, and 490) to receive credit in the major. Graduation Skills The Critical Thinking (CT), Quantitative Reasoning (QR), Speaking (S), and Writing (W) graduation skills are embedded throughout the offered courses and are met by completing the major. Transfer students must consult an advisor about potential adjustments to their course requirements. Interest Tracks In order to focus preparation for careers and further study, the Department offers interest tracks within the major. These interest tracks are: City and Community; Crime and Deviance; Law; Organizations; and Social Psychology. The Interest Tracks guide majors in selecting elective courses in a way that tailors their sociological training, experiences and skills. Working with an advisor and following the guidelines and recommendations provided at the links below, Sociology majors can design a pathway through the major that directs them toward careers or graduate work in criminal justice, law, organizational development, public relations, social services, and urban studies. Students who are interested in pursuing an interest track should discuss this with their advisor or the Sociology Department chair. A full description of each interest track may be found at the Sociology Department website, www.augsburg.edu/sociology. Teaching Licensure Major The State of Minnesota has specific licensing requirements for teachers that may differ slightly in emphasis from the Augsburg major requirements. The state requirements may also be subject to change after publication of this catalog. Students therefore should consult with the Augsburg Department of Education to identify current Minnesota teacher licensure requirements. Departmental Honors To complete departmental honors in Sociology, the student must have a minimum GPA of 3.50 in the major and overall. See department chair and website for specific requirements. An application for departmental honors/graduation with distinction must be completed by spring of the junior year. Minor Five courses including SOC 121 and at least two upper division courses taken at Augsburg College. Students are required to have a 2.0 or higher in SOC 121 and at least a cumulative 2.00 GPA in courses counting toward the minor. For a complete list of courses and descriptions, see the Course Description Search. 208 Theater Arts Theater is an ever-changing field that is important to understand in cultural and societal context. In our courses, productions, recitals, and artist series, the study of theater embraces both classical and new forms, examines global and local perspectives, and encourages in-depth creative exploration. Students are challenged to deepen their critical thinking abilities and to master professional skills while also exploring new approaches to theater through their studies in design, directing, performing, and playwriting. Students thoughtfully interrogate issues of cultural representation and diversity as they find and express their own creative visions. The program prepares them well to continue with their education and/or to become leaders in the field of theater and performance studies. The study of theater is firmly grounded in the liberal arts, integrating knowledge and principles from many academic and artistic disciplines, including literature, history, philosophy, religion, speech, art, music, and dance. Both the high quality curriculum and dramatic productions of our department offer valuable cross-disciplinary connections for students and the campus, while providing a solid base in classical, modern, contemporary, and multicultural theater. In order to encourage non-majors to become involved in our department, we offer six theater arts minors and welcome all Augsburg students to become involved in our productions. Augsburg’s location in the heart of a nationally recognized theater community makes it an ideal place to study theater. At Augsburg we seek to create every opportunity for students to grow both as theater artists and scholars by encouraging connections between our campus and the greater arts community, while also exploring connections between theory and application. Students have the opportunity to make these connections through course study, theatrical production work, participation in the Artist Series (an annual series of events featuring visiting theater professionals from the local community who work closely with students), and attendance at numerous professional productions throughout the Twin Cities. Augsburg productions are a valuable opportunity for students to enter into creative collaboration with faculty and professional artists-in-residence. We value and regard theater productions as a critical and vital laboratory for student learning and training, and we hold our productions to the highest standards of the profession. Many of the skills acquired by Theater majors or minors are valuable and transferable to other professions: collaboration, verbal and nonverbal communication, organization, critical thinking, leadership, creativity, and selfexpression. Involvement in theater arts can help prepare students for successful careers in law, education, business, communication, journalism, and many other fields, as well as in professional or academic theater, television, or film. Theater Arts Faculty Darcey Engen (Chair), Michael Burden, Sarah Myers (Chair), Beliza Torres Narváez, Barbra Berlovitz, Warren C. Bowles, David DeBlieck, Christina Ham, Karen Mulhausen, Sandra Schulte, Dario Tangelson, Stephanie Lein Walseth, and Randy Winkler Degree and Major Requirements Bachelor of Arts The Theater Arts Department currently offers both a Theater Arts major with one (or more) concentrations and a Theater Arts major without a concentration. There are three choices for concentrations within the major: performance, directing/dramaturgy/playwriting, and design/technical. The Theater Arts major with a concentration requires the following: the theater core curriculum, one concentration requirement, one concentration elective, plus two Theater major electives. Each concentration requires 10 production units taken as THP practicum courses. The Theater Arts major without a concentration consists of the nine theater core curriculum courses plus 5 production units taken as THP practicum courses. 209 Graduation Skills The Theater Arts Department addresses the graduation skills using the embedded model. Every course within the core curriculum and most electives as part of a specific concentration require various projects that address Critical Thinking (CT), Writing (W), and Speaking (S). The Quantitative Reasoning (QR) graduation skill can be met by completing GST 200, MAT 145, MAT 146, MAT 163, or PHY 119. Transfer students must consult an advisor about potential adjustments to their course requirements to fulfill each of these skills. Theater Arts Major Nine core courses: THR 228 - Introduction to Stagecraft THR 232 - Acting THR 245 - Introduction to Asian and Asian American Theater THR 250 - Script Analysis: Foundations of Theater THR 270 - Introduction to Black Theater THR 328 - Theatrical Design THR 361 - Theater History and Criticism I THR 362 - Theater History and Criticism II THR 366 - Stage Direction Theater Major Electives For each of the three concentrations, students may choose two electives from the following pool of courses. Within a single concentration, a course can count as a Theater major elective only if NOT taken to satisfy a concentration requirement or concentration elective: THR 226 - Movement for Theater THR/FLM 230 - Scenic Painting: Painting for Stage, Film and Faux Application THR 233 - Acting for the Camera THR 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater THR 265 - Computer Drafting for the Stage and Architecture THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance THR 295 - Topics THR/ENL 325 - Playwriting I THR/ENL 326 - Playwriting II THR 350 - Voice for Speech, Stage and Screen THR 365 - Advanced Acting THR 425 - New Methodologies of Stage Direction and Dramaturgy THR 495 - Topics ENL 221 - Expository Writing about the Arts ENL 330 - Shakespeare ENL 338 - British and Commonwealth Drama ENL 358 - Readings in American Drama ENL 368 - Readings in World Drama Performance Concentration Students choosing this concentration will enroll in the nine core theater major courses taken by all theater majors plus the electives and requirements listed below. Students in the performance concentration are encouraged to consult with 210 their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. Students are strongly encouraged to also complete a professional internship at a local Twin Cities theater. To fulfill this concentration: Thirteen THR courses—nine required core courses, one performance concentration requirement, one performance concentration elective, two Theater major electives, plus ten Theater practicum units taken as THP courses. Performance Concentration Requirement: THR 365 - Advanced Acting Performance Concentration Electives: Select and complete one of the following: THR 226 - Movement for Theater THR 350 - Voice for Speech, Stage and Screen Theater Major Electives: Select and complete two of the courses listed above under general Theater Major Electives. Within the performance concentration, a course can count as a Theater major elective only if NOT taken to satisfy a performance concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Directing/Dramaturgy/Playwriting Concentration Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus the requirements and electives listed below. Students in the directing/dramaturgy/playwriting concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Thirteen THR courses—nine required core courses, one directing/dramaturgy/playwriting concentration requirement, one directing/dramaturgy/playwriting concentration elective, two Theater major electives, plus ten theater practicum units taken as THP courses. Directing/Dramaturgy/Playwriting Concentration Requirement: THR/ENL 325 - Playwriting I Directing/Dramaturgy/Playwriting Concentration Electives: Select and complete one of the following: THR/ENL 326 - Playwriting II THR 425 - New Methodologies of Stage Direction and Dramaturgy ENL 221 - Expository Writing about the Arts Theater Major Electives: Select and complete two of the courses listed above under general Theater Major Electives. Within the directing/dramaturgy/playwriting concentration, a course can count as a Theater major elective only if NOT taken to satisfy a directing/dramaturgy/playwriting concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Specific practicum requirements: Serve as stage manager on main-stage show Dramaturg one main-stage show 211 Design/Technical Concentration Students choosing this concentration will enroll in the nine core Theater major courses taken by all Theater majors plus the requirements and electives listed below. Students in the design/technical concentration are encouraged to consult with their advisor when selecting electives. Advisors will assist students in identifying the year and semester elective courses are offered. To fulfill this concentration: Thirteen THR courses--nine required core courses, one design/technical concentration requirement, one design/technical concentration elective, two Theater major electives, plus 10 Theater practicum units taken as THP courses. Design/Technical Concentration Requirement: Select and complete one of the following: THR 275 - Lighting and Sound for the Stage THR 280 - Costumes and Makeup for Performance Design/Technical Concentration Electives: Select and complete one of the following: THR/FLM 230 - Scenic Painting: Paint for Stage, Film and Faux Application THR 265 - Computer Drafting for the Stage and Architecture Theater Major Electives: Select and complete two of the courses listed above under general Theater Major Electives. Within the design/technology concentration, a course can count as a Theater major elective only if NOT taken to satisfy a design/technology concentration requirement or elective. Ten production practicum units (THP)--See Practicum Units Curricular Planning Information First-years planning to major in Theater Arts should complete THR 228, 232, and 250 during their first year. Students who are second-year, third-year, or fourth-year majors may choose from the following courses, depending on their concentration and courses offered: THR 226, 230, 235, 237, 245, 255, 270, 275, 280, 295, 325, 361, and 362. Theater majors who are juniors or seniors may take THR 326, 328, 350, 361, 362, 365, 366, 425, and 495. Note: While many courses are offered annually, some courses are offered alternate years only and others are offered only on an occasional basis. Departmental Honors Designed to encourage overall excellence as well as outstanding achievement on a specific project of special interest to the student. Departmental Honors students must maintain a 3.75 GPA in the major and a 3.60 GPA overall and complete a substantial independent project of honors quality within the major. Honors candidates should meet with their departmental advisor during spring semester of their junior year to develop a proposal for the honors project to be submitted by mid-April. The Theater Department will assign an honors project advisor to students submitting successful proposals. Transfer Students Transfer students should meet with a transfer advisor upon acceptance to determine what credits taken at another institution will transfer into the major. The majority of Theater core classes should, however, be taken at Augsburg. Additionally, transfers are required to take a minimum of three upper-division Theater Arts courses at Augsburg. Students pursuing one of the three theater concentrations should complete ten practicum units to fulfill their major requirements. Students transferring with sophomore standing should complete a minimum of seven practicum units 212 within the department. Students transferring with junior standing should complete a minimum of five practicum units within the department. Theater Arts Minors The Theater Arts Department offers six minors: Musical Theater, Performance, Design/Technical, Film/Performance, Theater History and Criticism Dramaturgy, and a general Theater Arts minor. Please note: ALL Theater Arts minors are required to complete five Theater practicum units (THP credits) in any of the three areas (acting/performance, production, or artistic/production management). Musical Theater Minor (5 courses): Four Required Courses: THR 232 - Acting THR/MUS 235 - Skills of Musical Theater THR 237 - Dance for Musical Theater THR 255 - Introduction to Musical Theater Take one of the following: THR 365 - Advanced Acting MUE 294/494 - Opera Workshop Plus 5 THP (practicum) credits Performance Minor (5 courses): Two Required Courses: THR 232 - Acting THR 250 - Script Analysis Take three of the following: THR 116 - Creative Drama: Acting and Improvisation THR 222 - Introduction to Theater THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech and Screen THR 365 - Advanced Acting THR 495 - Topics Plus 5 THP (practicum) credits Design/Technical Minor (5 courses): One Required Course: THR 328 - Theatrical Design Take four of the following: THR 228 - Introduction to Stagecraft THR 250 - Script Analysis: Foundations of Theater THR/FLM 230 - Scenic Painting: Paint for Stage, Film, and Faux Application THR/FLM 275 - Lighting and Sound for the Stage THR/ART 280 - Costumes and Makeup for Performance Plus 5 THP (practicum) credits 213 Film/Performance Minor (5 courses): Two Required Courses: THR 232 - Acting THR 233 - Acting for the Camera Take three of the following: ENL 241 - Introduction to Cinema Art and Lab THR 226 - Movement for Theater THR 350 - Voice for Stage, Speech, and Screen THR 365 - Advanced Acting Plus 5 THP (practicum) credits Theater History and Criticism Dramaturgy Minor (5 courses): Four Required Courses: THR 250 - Script Analysis: Foundations of Theater THR/ENL 325 - Playwriting I THR 361 - Theater History and Criticism I THR 362 - Theater History and Criticism II Take one of the following: THR 299 - Directed Study: Dramaturgy THR 299 - Directed Study: Theater History and Criticism Plus 5 THP (practicum) credits Theater Arts Minor (5 courses): Four Required Courses: THR 232 - Acting THR 250 - Script Analysis: Foundations of Theater THR 362 - Theater History and Criticism II THR 366 - Stage Direction Take one of the following: THR 228 - Introduction to Stagecraft THR 328 - Theatrical Design Plus 5 THP (practicum) credits Theater Practicum Courses THP courses involve practicum teaching and learning in the context of play productions and are required for the Theater Arts major/minor. All THP courses are taken for noncredit with pass/no credit grading. Evaluation by the faculty mentor will be based on: 1) successful and timely completion of the practicum area for which the student is registered; 2) positive and professional attitude and work ethic demonstrated by the student; and 3) demonstrated competency in the practicum area. The positive evaluation of each of the areas must be sufficient enough to lead to a minimum grade of 2.0 in order to receive a P grade. THP courses require:    Consent and signature of instructor Supervision by Theater faculty A minimum of 25 hours of assessed participation by the student 214   Registration for THP course for semester when practicum is completed Registration for practicum before deadline dates set by the Registrar’s Office Please note:        All majors will complete at least one THP 123 unit in costumes. All majors will complete one THP 133 in lighting. THP courses may be repeated. Crew work required for classes/coursework does not count towards practicum credit. Work-study hours do not count towards practicum credit. Completion of THP 115/125 and 116/126 counts as two and three practicum units respectively because of the extraordinary amount of time required of the student. All other THP courses count as one practicum unit each. THP requirements for transfer students are explained under “Transfer Students” above. Theater Practicum Courses–Areas All Theater Arts majors in all three concentrations are required to complete ten practicum units (THP) from the three established areas below. Area 1: Performance Each major will complete between one and five THPs from the performance area. THP 111/121/131/141/151 - Theater Practicum: Acting/Performance Students who complete participation as an actor in one midterm and one final student directing project for THR 366 may be given one THP 151 credit. Area 2: Production Each major will complete between four and eight THPs from the production area. THP 112/122/132 - Theater Practicum: House Management THP 113 - Theater Practicum: Sets THP 123 - Theater Practicum: Costumes THP 133 - Theater Practicum: Lights THP 114/124/134 - Theater Practicum: Running Crew THP 115/125/135 - Theater Practicum: Stage Management–small project THP 116/126/136 - Theater Practicum: Stage Management–large project Area 3: Artistic/Production Management Each major will complete one THP from this area. THP 117/127/137 - Theater Practicum: Artistic Assistance For a complete list of courses and descriptions, see the Course Description Search. 215 Urban Studies Urban Studies is the study of cities as social, political, economic, and cultural entities. Urban Studies brings many different perspectives to the study of urban life. It is an interdisciplinary major where students use the tools of sociology, political science, history, environmental studies, art and architecture to understand metropolitan areas in terms of complex relationships that contribute to opportunities and challenges. The major is designed with experiences that utilize the city as our classroom, demonstrating the interplay of theory, policy, and lived experience. Coursework often includes walking tours, field trips, and field research. Augsburg College’s Urban Studies program emphasizes the theme of planning urban and suburban areas to be more environmentally sustainable and promotes the health and civic engagement of citizens. The Urban Studies major helps prepare students for careers and graduate work in community organizing, urban planning, public administration, environmental advocacy and sustainability planning, government service, social welfare and non-profit work, and architecture. All students participate in internships that reflect their career interests as part of their experience. Many students who major in Urban Studies double-major in related disciplines such as Environmental Studies, Political Science or Sociology. If you’re interested in double-majoring, please consult the director of Urban Studies about how to best plan your academic schedule to accommodate both majors. Urban Studies Faculty: Nancy Fischer (Director, Sociology), Kristin Anderson (Art), Andrew Aoki (Political Science), Lars Christiansen (Sociology), Keith Gilsdorf (Economics), Michael Lansing (History), and Joseph Underhill (Political Science). Degree and Major Requirements Urban Studies Major A total of 11 courses, with the following required courses. A minimum GPA of 2.0 in the core courses is required for the major. Core Courses: SOC/URB 111 – City Life: Introduction to Urban Sociology POL 122 - Metropolitan Complex ECO 113 - Principles of Microeconomics SOC 381 - City and Regional Planning SOC/URB 399 - Internship URB 492 - The City and the Environment Keystone SOC 362 - Statistical Analysis or POL 483 - Political Statistics and Methodology SOC 363 - Research Methods or POL 484 - Political Analysis ART/HIS 249/349 - The Designed Environment or HIS 316 - US Urban Environmental History or SOC 380 - Disaster and Resilience And two additional urban-related electives, approved by the Program Director. For electives, please see the following list, which is not exhaustive. Please consult the Director of Urban Studies for other elective possibilities that suit your career interests, including off-campus study, ACTC courses, or study abroad. ART 243 - History of Architecture to 1750 ART 244 - History of Architecture after 1750 ART/HIS 249/349 - The Designed Environment 216 ECO 365 - Environmental Economics ENV 100 - Environmental Connections GEOG225 Introduction to Geographic Information Systems (Macalester) GEOG241 Urban Geography (Macalester) GEOG321 Geographic Information Systems (St. Thomas) HIS 316 - US Urban Environmental History POL 241 - Environmental and River Politics POL 325 - Politics and Public Policy SOC 265 - Race, Class and Gender SOC 349 - Organizations and Society: Understanding Nonprofits and Corporations SOC 380 – Disaster and Resilience URB 199 - Internship URB 295 - Special Topic URB 299 - Directed Study URB 395 - Special Topic Students who are thinking of careers in urban planning are highly encouraged to take courses in Geographic Information Systems (GIS) at Macalester College (Geography 225, 363 and 365) or at the University of St. Thomas (Geography 221, 321 and 322). Graduation Skills Graduation skills in Critical Thinking (CT), Speaking (S), Quantitative Reasoning (QR), and Writing (W) are embedded throughout the core courses and are met by completing the Urban Studies major. Transfer students must consult the Director of Metro Urban Studies about potential adjustments in their course requirements to fulfill these skills. Urban Studies Minor A total of five courses including: Core Courses: SOC/URB 111 - City Life: Introduction to Urban Sociology POL 122 - Metropolitan Complex SOC 381 - City and Regional Planning One of the following: HIS 316 - US Urban Environmental History ART/HIS 249/349 - The Designed Environment SOC 380 - Disaster and Resilience URB 492 - The City and Environment Keystone And an approved Urban Studies Elective (see list above). Off-Campus Study and Study Abroad Off-campus study is highly recommended for Urban Studies majors. Urban Studies faculty frequently lead short-term study abroad courses over the winter break and summer. Please check the Augsburg Abroad website and ask Urban Studies faculty about upcoming short-term abroad courses in the major. For semester-length programs, the Higher Education Consortium for Urban Affairs’ (HECUA) Programs are highly recommended. These semester-length and summer programs include: Inequality in America, The New Norway, and Environment and Agriculture, and Art for Social Change Programs (www.hecua.org). Other study abroad programs that are particularly useful to Urban Studies majors include: IES Metropolitan Studies program in Berlin, Germany (www.iesabroad.org); and the Danish Institute of Study Abroad’s Urban Studies in Europe Program in Copenhagen, Denmark (www.disabroad.org). Urban Studies students have participated in programs in other countries as well. 217 Please see the program websites, Augsburg Abroad and the Director of the Urban Studies Program for completing Urban Studies coursework in off-campus programs. For a complete list of courses and descriptions, see the Course Description Search. 218 Augsburg College Board of Regents For more details, go to www.augsburg.edu/about/leadership/regents. Andra Adolfson Dan W. Anderson ‘65 Ann B. Ashton-Piper Jennifer P. Carlson, J.D. Karen A. Durant ’81 Matthew K. Entenza, J.D. Mark A. Eustis Alexander J. Gonzalez ‘90 Norman R. Hagfors Jodi L. Harpstead Bishop Richard N. Hoyme, ex-officio Diane L. Jacobson, Ph.D. Rev. Rolf A. Jacobson, Ph.D. Eric J. Jolly, Ph.D. Wayne D. Jorgenson ‘71 Toby Piper LaBelle ‘96 The Honorable LaJune Thomas Lange ’75, J.D. Steven E. Larson ’71, M.D. André J. Lewis ’73, Ph.D. Dennis J. Meyer ‘78 Pamela Hanson Moksnes ‘79 Paul S. Mueller ’84, M.D. Jeffrey M. Nodland ’77 Lisa M. Novotny ’80 Paul C. Pribbenow, Ph.D. Curtis A. Sampson Earl W. Sethre ‘68 Dean A. Sundquist ‘81 Bishop Ann M. Svennungsen, ex-officio Gary A. Tangwall ’80 Rev. David L. Tiede, Ph.D. Rev. Norman W. Wahl ’76, D.Min. Bonnie Wallace Steven J. Wehrenberg ‘78 Rev. Mark N. Wilhelm, Ph.D., ELCA advisory member ELCA Congregational and Synodical Mission Executive Director The Rev. Dr. Stephen Bouman Program Director for Schools The Rev. Dr. Mark Wilhelm 219 Augsburg College Faculty and Administration Beginning year of service of faculty and staff is indicated with parentheses. College Cabinet Paul C. Pribbenow (2006). President. BA, Luther College; MA, PhD, University of Chicago. Leif Anderson (1996). Vice President and Chief Information Officer. BA, MPP, University of Minnesota. Ann L. Garvey (1998). Vice President of Student Affairs. BA, College of St. Catherine; MA, Loyola University; JD, University of Minnesota. Rebecca John (2010). Vice President of Marketing and Communication. BA, University of St. Thomas; MA, University of Phoenix, MBA, Augsburg College. Karen Kaivola (2013). Provost and Chief Academic Officer and Professor of English BA, Georgetown University; MA, Ph.D., University of Washington. Beth Reissenweber (2014). Chief Financial Officer. BS, Elmhurst College; MBA, Indiana University; PhD, University of Nebraska. William Mullen (2013). Vice President of Enrollment Management. BA, Lawrence University; MBA, Capella University; EdD, University of Minnesota. Heather Riddle (2012). Vice President for Institutional Advancement. BA, Concordia College, Moorhead. Administration Sheila Anderson (1991). Director, Academic Advising. BS, Minnesota State University-Moorhead; MA, Augsburg College. Ron Blankenship (2014) Director, Adult Undergraduate Program, BS, Christian Brothers University, MBA, Christian Brothers University. Harry Boyte (2009). Director of the Center for Democracy and Citizenship and Sabo Senior Fellow. BA, Duke University; MDiv, University of Chicago Divinity School; PhD, Union Institute. Scott Brownell (2014). Director of Public Safety & Risk Management. AA, Chippewa Valley Technical College; BS, Mount Senario College; Certified Emergency Manager, Minnesota Division of Homeland Security and Emergency Management. Dulce Oliva Monterrubio (2014). Director, Hispanic/Latino Student Services. BA, Augsburg College. Eric Canny (2014). Dean of Global Education. BFA, New York University; MA, New York University. Tom Carroll (2014). Director of Budget, Finance and Administration. BA, Loras College; MBA Keller Graduate School of Management of DeVry University. Jodi Collen (2007). Director, Events and Conference Planning. BA, Wartburg College; MTA, George Washington University. Crystal Comer (2012). Registrar. BS, Bemidji State University; MS, Minnesota State University, Mankato. Amy Cram Helwich (2009). Executive Director of the Minnesota Urban Debate League. BS, University of Wyoming; MPA, University of Pittsburgh. Sally Daniels (1979). Director, Parent and Family Relations. BA, Augsburg College. Rebekah Dupont (1995, 2008). Director, STEM Programs and Associate Professor of Mathematics. BA, University of Wisconsin, Madison; MS, Ph.D., Washington State University. Amanda Erdman (2007). Director, Residence Life. BA, Coe College; MAE, University of Northern Iowa. Nathan Gorr (2006). Director of Graduate Admissions. BA, University of Minnesota, Morris. 220 Amy Gort (2009). Dean of Arts and Sciences. Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at Champaign-Urbana. Sarah Griesse (2006). Dean of Students, Student Affairs. BA, Wittenberg University; MA, Ohio State University; PhD, Loyola University-Chicago. Nancy Guilbeault (1980). Director, Counseling and Health Promotion. BA, MA, PhD, LP, University of Minnesota. Nathan J. Hallanger (2008). Senior Analyst, Academic Affairs. BA, Augustana College; MTS, Harvard Divinity School, Harvard University; PhD, Graduate Theological Union and Pacific Lutheran Theological Seminary. Kevin Healy (2004). Director, Advancement Services. BS, Carroll College. Stephen Jendraszak (2015). Director, Marketing Communication. BA, MA, Ball State University. Benjamin G. Kent (1996). Director, Center for Academic Achievement. BA, University of Wisconsin-Madison; MS, University of Oregon. Scott Krajewski (2000). Director of IT Services, Information Technology. BS, Augsburg College; MS, Iowa State University. Mark Lester (1987). Co-site director, Central America, Center for Global Education. BA, St. Pius X Seminary; MA, Mt. St. Mary Seminary. Ann Lutterman-Aguilar (1993). Site director, Mexico, Center for Global Education. BA, Earlham College; MDiv, Yale University; DMin, San Francisco Theological Seminary. Kathleen McBride (1988). Co-site director, Central America, Center for Global Education. BA, George Mason University; EdM, Harvard University. Donna McLean (1985). Director of Leadership Gifts. BA, University of Minnesota. Keith Munson (2010, 2012). Director, Career and Internship Services. BA, St. Olaf College; MS, Minnesota State University, Mankato. Mary A. Hollerich (2015). Director of Library Services. AB, MS, University of Illinois at Urbana-Champaign. Aly C. Olson (2001). Director, Student Support Services/TRiO. BA, Grinnell College; MA, University of Minnesota. Steve Peacock (2008). Director of Community Relations. BA, College of Wooster; MURP, University of Minnesota. Joanne Reeck (2008). Director of Campus Activities and Orientation. Chief Diversity Officer. BA, MA, University of Minnesota. Mohamed Sallam (2006). Director, Pan-Afrikan Center. BA, MA, Minnesota State University, Mankato. Patrice M. Salmeri (2002). Director, StepUP® Program. BS, Kent State University; MA, Saint Mary’s University. Doug H. Scott (2007). Director of Leadership Gifts. BA, Eastern University; MDiv, Eastern Baptist Theological Seminary. Dixie Shafer (2000). Director, Office of Undergraduate Research and Graduate Opportunity. BA, Moorhead State University; EdM, Rutgers University. Jennifer R. Simon (2007). Director, American Indian Student Services. BA, University of Minnesota; MA, Minnesota State University, Mankato. Leah Spinosa de Vega (2008). Director of Augsburg Abroad. BA, MA, University of Minnesota. David St. Aubin (2008). Director, Athletic Facilities. BS, University of Minnesota. Lisa Stock (2013). Director and Chief Human Resources Officer. BSW, MSW, Augsburg College. Kim Stone (2008) Assistant Vice President for Advancement, Executive Director of the Strommen Center. BA, Minnesota State University, Mankato; MBA, Nova Southeastern University. Keith Stout (2012). Director of Leadership Gifts. BA, Metro State College, Denver. Jeffrey F. Swenson (1986). Athletic Director. BA, Augsburg College; MA, University of Minnesota. 221 Erica Swift (2013). Director, Sponsored Programs. BA, University of Minnesota; MS, The George Washington University. Tina Maria Tavera (2001, 2008). Director, McNair Scholars Program. BA, MA, University of Minnesota. Jim Trelstad-Porter (1990). Director of International Student and Scholar Services. BA, Augustana College; MA, American University. Martha Truax (2007). Director of Annual Giving. BA, Macalester College. Mary Laurel True (1990). Director of Service-Learning and Community Engagement. BA, St. Catherine University; MSW, University of Connecticut. Hli Vang (2014). Director of Pan-Asian Student Services. BS, University of Wisconsin-River Falls; MA, University of Wisconsin- Lacrosse. Stephanie Weiss (2010). Director, News and Media Services. BA, University of Minnesota. 222 Faculty (Full-time) A Katherine Accurso (2012). Instructor of Education. BS, MA, Minnesota State University, Mankato. Phillip C. Adamo (2001). Associate Professor of History. BA, SUNY-Albany; MA and PhD, Ohio State University. Beth J. Alexander (2000). Associate Professor of Physician Assistant Studies. BS and DPharm, University of Minnesota. Kristin M. Anderson (1984). Professor of Art. AB, Oberlin College; MA, University of Minnesota; MA, LutherNorthwestern Seminary; PhD, University of Minnesota. Stuart M. Anderson (1989). Associate Professor of Physics. BA, Augsburg College; PhD, University of Minnesota. Andrew L. Aoki (1988). Professor of Political Science. BA, University of Oregon; MA, PhD, University of WisconsinMadison. David B. Apolloni (1989). Associate Professor of Philosophy. BA, University of Minnesota; MDiv, Luther-Northwestern Seminar; PhD, University of Minnesota. B Jennifer Bankers-Fulbright (2008). Associate Professor of Biology. BA, College of Saint Benedict; PhD, Mayo Clinic College of Medicine. Eric Barth (2008). Assistant Professor of Physician Assistant Studies. BA, University of St. Thomas; BS, Trevecca Nazarene University; MPAS, University of Nebraska. Bruce Batten (2008). Assistant Professor of Business, MBA. BS, Davidson College; PhD, Medical College of Virginia. Katherine Baumgartner (2005). Assistant Professor of Nursing. BS, Minnesota State University, Mankato; MA, DNP, Augsburg College. Matthew Beckman (2008). Assistant Professor of Biology. BA, Brandeis University; PhD, University of Alabama. Pavel Bělík (2008). Associate Professor of Mathematics. PhD, University of Minnesota. Annie J. Berger (2014). Instructor of Physician Assistant Studies. BA, Gustavus Adolphus College; MPA, Massachusetts College of Pharmacy and Health Sciences. Susan N. Boecher (2007). Assistant Professor, full-time, Art. BFA, University of Minnesota. Jeanne M. Boeh (1990). Professor of Economics. BS, MA, PhD, University of Illinois. Laura S. Boisen (1996). Professor of Social Work. BA, Wartburg College; MS, University of Wisconsin-Madison; MPA, Iowa State University; PhD, University of Minnesota. Lois A. Bosch (1997). Professor of Social Work. BA, Northwestern College; MSW, University of Iowa; PhD, University of Illinois at Urbana-Champaign. Adriane Brown (2012). Assistant Professor of Women’s Studies. BA, Wichita State University; MS, Minnesota State University, Mankato; PhD, Ohio State University. Christopher Rhys Brown (2003). Field Experience Coordinator/Charter School Liaison, Instructor of Education. BS, Bemidji State University; MEd, University of Sydney, Australia. Eric L. Buffalohead (1997). Associate Professor of American Indian Studies. BA, MA, PhD, University of Minnesota. Michael R. Burden (1990). Associate Professor of Theater Arts (Designer and Technical Director). BA, Augsburg College; MFA, University of Minnesota. Ralph J. Butkowski (2001). Assistant Professor of Biology. BS, St. Cloud State University; MS, PhD, University of Minnesota. 223 C William C. Capman (1994). Associate Professor of Biology. BA, University of Illinois-Chicago; PhD, University of Illinois at Urbana-Champaign. John C. Cerrito (1983). Assistant Professor of Business Administration. BA, Rhode Island College; MS, University of Wisconsin-Stout; EdD, University of Minnesota. Nishesh Chalise (2015). Assistant Professor of Social Work. BSc, Kathmandu University; MSW, PhD, Washington University in St. Louis. Kristen A. Chamberlain (2007). Assistant Professor of Communication Studies. BS, PhD, North Dakota State University. Lars D. Christiansen (2001). Associate Professor of Sociology. BA, Clark University; MS, PhD, Florida State University. Anthony J. Clapp (2001). Associate Professor of Health, Physical Education, and Exercise Science. AA, Golden Valley Lutheran College; BA, Texas Lutheran College; MA, Southwest Texas State University; PhD, University of Alabama. Kathleen Clark (2009). Instructor and coordinator, Nursing. BSN, University of Wisconsin; MA, Augsburg College. Stephan Clark (2011). Assistant Professor of English. BA, University of Southern California; MA, University of California, Davis; PhD, University of Southern California. Sarah Combellick-Bidney (2009). Associate Professor of Political Science. BA, Oberlin College; MA, PhD, Indiana University-Bloomington. David A. Conrad (2000). Associate Professor of Business Administration. Assistant Director, MBA Program in Rochester. BA, Winona State University; MA, EdD, St. Mary’s University of Minnesota. Robert J. Cowgill (1991). Associate Professor of English. BA, MA, PhD, University of Minnesota. Larry J. Crockett (1985). Professor of Computer Science. BA, MA, Pacific Lutheran University; MDiv, Luther Theological Seminary; PhD, University of Minnesota David Crowe (2008). Associate Professor of Biology. BA, Gustavus Adolphus College; PhD, University of Minnesota. D Cathleen A. Dalglish (1986). Professor of English. BA, Saint Catherine University; MFA, Vermont College; PhD, The Union Institute and University. Jill A. Dawe (1994). Associate Professor of Music. BM, Memorial University of Newfoundland; MM, DMA, Eastman School of Music. Ankita Deka (2008). Associate Professor of Social Work. BA, Delhi University; MA, Tata Institute of Social Sciences; PhD, Indiana University. Benjamin Denkinger (2011). Assistant Professor of Psychology. BA, Hamline University; PhD, University of Minnesota. Jacqueline R. deVries Jones (1994). Professor of History. BA, Calvin College; MA, PhD, University of Illinois at UrbanaChampaign. Douglas J. Diamond (2005). Orchestra Director, Assistant Professor of Music. BM, MM, The Mannes College of Music. Jennifer D. Diaz (2015). Assistant Professor of Education. BS, MS, PhD, University of Wisconsin-Madison. George Dierberger (2012). Assistant Professor of Business Administration. BA, University of Minnesota; MBA, Fairleigh Dickinson University; MIM, EdD, University of St. Thomas. Suzanne I. Dorée (1989). Professor of Mathematics. BA, University of Delaware; MA, PhD, University of WisconsinMadison. Susan Druck (1993). Instructor of Music. BA, Iowa State University; MA, University of Iowa. 224 Rebekah Dupont (2012). Associate Professor of Mathematics, and Director, STEM Programs. BA, University of Wisconsin-Madison; PhD, Washington State University. E Wesley B. Ellenwood (2002). Assistant Professor of Communication Studies. BA, University of Minnesota; MFA, Syracuse University. Darcey K. Engen (1997). Associate Professor of Theater Arts. BA, Augsburg College; MFA, University of WisconsinMadison. Carol A. Enke (1986). Instructor of Health, Physical Education, and Exercise Science.. BS, MEd, University of Minnesota. Christina L. Erickson (2004). Associate Professor of Social Work. BS, University of Minnesota; MSW., University of Minnesota – Duluth; PhD, University of Illinois – Chicago. Joseph A. Erickson (1990). Professor of Education. BA, MA, College of St. Thomas; MA, Luther-Northwestern Theological Seminary; PhD, University of Minnesota. Dain Estes (2014). BGS, University of Kansas; JD, University of Missouri-Kansas City. F Ronald L. Fedie (1996). Associate Professor of Chemistry. BA, University of St. Thomas; PhD, University of Minnesota. Zengqi Vivian Feng (2008). Associate Professor of Chemistry. BS, Linfield College; PhD, University of Illinois. Margaret J. Finders (2014). Associate Professor of Education. BA, MA, PhD, University of Iowa. Nancy L. Fischer (2005). Associate Professor of Sociology. BA, Hamline University; MA, The American University; PhD, State University of New York – Albany. Richard M. Flint (1999). Assistant Professor of Mathematics. BA, St. Olaf College; MS, Iowa State University. Kaija Freborg (2011). Assistant Professor of Nursing. BS, University of Wisconsin, Eau Claire; MA, DNP, Augsburg College. Stacy R. Freiheit (2005). Associate Professor of Psychology. BA, University of Central Florida; MA, PhD, Case Western Reserve University. Mark L. Fuehrer (1969). Professor of Philosophy. BA, College of St. Thomas; MA, PhD, University of Minnesota. G Keith F. Gilsdorf (2001). Professor of Economics. BS, Moorhead State University; MA, North Dakota State University; PhD, University of Nebraska-Lincoln. Amy Gort (2009). Associate Professor of Biology. BS, University of Wisconsin; MS, PhD, University of Illinois at UrbanaChampaign. Douglas E. Green (1988). Professor of English. BA, Amherst College; MA, PhD, Brown University. William D. Green (1991). Professor of History. BA, Gustavus Adolphus College; MA, PhD, JD, University of Minnesota. Jeanine A. Gregoire (1996). Associate Professor of Education. BS, MA, PhD, University of Minnesota. Robert C. Groven (1997). Associate Professor of Communication Studies. BA, Concordia College-Moorhead; MA, JD, University of Minnesota. Evren Guler (2011). Assistant Professor of Psychology. BA, University of North Carolina; PhD, University of Minnesota. 225 H Matthew J. Haines (2001). Associate Professor of Mathematics. BA, St. John’s University; MS, PhD, Lehigh University. Lori Brandt Hale (1998). Associate Professor of Religion. BA, University of Iowa; MA, University of Chicago; PhD, University of Virginia. David R. Hanson (2006). Assistant Professor of Chemistry. BA, PhD, University of Minnesota. Jenny L. Hanson (2013). Assistant Professor of Communication Studies. BA, Augsburg College; MFA, Donau-Universität Krems. Milda K. Hedblom (1971). Professor of Political Science. BA, Macalester College; MA, JD, PhD, University of Minnesota. Annie Heiderscheit (2013). Assistant Professor of Music (Music Therapy). BME, Wartburg College; MS, Iowa State University; PhD, University of Minnesota. Peter A. Hendrickson (1993). Associate Professor of Music. Director of Choral Activities. BA, Augsburg College; MA, Macalester College; MA, Columbia University; DMA, Manhattan School of Music. Melissa Hensley (2010). Assistant Professor of Social Work. AB, MSW, Washington University; MHA, University of Missouri–Columbia; PhD, Washington University. Renee Hepperlen (2014). Assistant Professor of Social Work. BA, Gustavus Adolphus College, AM, University of Chicago; PhD, University of Minnesota. Stella K. Hofrenning (2000). Associate Professor of Economics. BS, University of Maryland; PhD, University of Illinois. Christopher Houltberg (2011). Assistant Professor of Art. BA, Azusa Pacific University; MFA, Art Institute of Boston. I Ann Impullitti (2010). Assistant Professor of Biology. BS, Northern Michigan University; MS, University of Wisconsin; PhD, University of Minnesota. Perwaiz Ismaili (2015). Assistant Professor of Business Administration. BS, University of Illinois at Chicago; MS, PhD, University of Texas at Dallas. Mark D. Isaacson (1998). Assistant Professor of Business Administration. BA, St. Olaf College; MS, Rensselaer Polytechnic Institute. J Nancy Johnson (2015). Assistant Professor of Business Administration. BA, MBA, Augsburg College; MAcc, DeVry University. K Roberta S. Kagin (1974). Professor of Music (Music Therapy). BA, Park College; BMusicEd, MMusicEd, University of Kansas; PhD, Temple University. Phyllis Kapetanakis (2015). Assistant Professor of Business Administration. BA, BS, Creighton University; MT, Arizona State University. Michael Kidd (2008). Associate Professor of Languages and Cross-Cultural Studies. BA, Pomona College; PhD, Cornell University. Russell C. Kleckley (2002). Associate Professor of Religion. BA, Newberry College; MDiv, Lutheran Theological Southern Seminary; DTh, University of Munich. 226 Merilee I. Klemp (1980). Associate Professor of Music. BA, Augsburg College; MA, University of Minnesota; PhD, Eastman School of Music. Jenny Kluznik (2014). Assistant Professor of Physician Assistant Studies. BA, Hamline University; MPH, George Washington University; MPA, Augsburg College. Boyd N. Koehler (1967). Associate Professor, Librarian. BA, Moorhead State College; MA, University of Minnesota. Bibiana D. Koh (2012). Assistant Professor of Social Work. BA, Hartwick College; MA, Columbia University; MSW, Smith College; PhD, University of Minnesota. Jayoung Koo (2015). Assistant Professor of Business Administration. BA, MA, Yonsei University; PhD, University of Minnesota. Joan C. Kunz (1987). Associate Professor of Chemistry. BS, University of Missouri-St. Louis; PhD, University of WisconsinMadison. L Michael J. Lansing (2005). Associate Professor of History. AB, College of William and Mary; MA, Utah State University; PhD, University of Minnesota. Mary Y. Lanzerotti (2014) Assistant Professor of Physics. AB, Harvard University; MPhil, University of Cambridge; MS, PhD, Cornell University. David V. Lapakko (1986). Associate Professor of Communication Studies. BA, Macalester College; MA, PhD, University of Minnesota. Barbara A. Lehmann (2001). Associate Professor of Social Work. BA, Knox College; MSW,Tulane University; PhD, Case Western Reserve University. Audrey Lensmire (2011). Assistant Professor of Education. BA, Indiana University; MAT, National-Louis University; PhD University of Minnesota. Cheryl J. Leuning (1996). Professor of Nursing. BA, Augustana College; MS, University of Minnesota; PhD, University of Utah. Holly Levine (2009). Assistant Professor of Physician Assistant Studies. BA, Northwestern University; MD, Loyola University Chicago. Dallas H. Liddle (1999). Associate Professor of English. BA, Grinnell College; PhD, University of Iowa. Rachel Lloyd (2014). Assistant Professor of Education. BA, Carleton College; MA, PhD, University of Minnesota. Lori L. Lohman (1990). Associate Professor of Business Administration. BA, MBA, PhD, University of Minnesota. Mary E. Lowe (2003). Associate Professor of Religion. BA, Pacific Lutheran University; MDiv, Luther Northwestern Theological Seminary; PhD, Graduate Theological Union. M Caroline Maguire (2013). Assistant Professor of Education. BA, Macalester College; MA, University of Minnesota. M. Elise Marubbio (2003). Associate Professor of American Indian Studies. BFA, Cleveland Institute of Art; MA, PhD, University of Arizona. Matthew Maruggi (2008). Assistant Professor of Religion. BA, MA, University of Dayton; PhD, University of St. Thomas. David C. Matz (2001). Professor of Psychology. BA, Bemidji State University; MS, North Dakota State University; PhD Texas A & M University. Virginia McCarthy (2011). Assistant Professor of Nursing. BSN, Creighton University; MN, University of Washington; DNP, St. Catherine University. 227 Kristin McHale (2014). Lecturer of Nursing. BS, Winona State University; MA, DNP, Augsburg College. Marc C. McIntosh (2007). Assistant Professor of Business Administration. BS, DePaul University; MBA, Harvard University; DBA, Argosy University. Christopher T. McMaster (2015). Assistant Professor of Education. BA, California State University, Sacramento; MA, University of London; PhD, University of Canterbury. Bruce A. McWilliams (2014). Instructor of Music. BA, St. Olaf College; MM, University of South Florida. Fekri Meziou (1987). Associate Professor of Business Administration. BA, University of Tunis; MA, PhD, University of Minnesota. Joyce P. Miller (2004). Assistant Professor of Nursing. AA, Rochester State Junior College; BS, MA, Augsburg College. Thomas. F. Morgan (1983). Professor of Business Administration. BS, Juniata College; MBA, University of Denver; MS, University of Oregon; PhD, University of Minnesota. Pamela Moss (2014). Lecturer of Nursing. BS, MS, Allen College. DNP, Augsburg College. David Murr (2008). Associate Professor of Physics. BS, Augsburg College; PhD, Boston University. Jeremy P. Myers (2006). Associate Professor of Religion. BS, University of Minnesota; MA, PhD, Luther Seminary. Sarah Myers (2009). Associate Professor of Theater Arts. BS, Northwestern University; MFA, PhD, University of Texas. N Derek R. Nikitas (2015). Associate Professor of English. BS, State University of New York at Brockport; MFA, University of North Carolina at Wilmington; PhD, Georgia State University. O Susan E. O’Connor (1994). Associate Professor of Education. BS, University of Minnesota; MS, PhD, Syracuse University. Sandra L. Olmsted (1979). Associate Professor of Chemistry. BA, Augsburg College; MS, University of Wisconsin; PhD, University of Minnesota. Vicki L. Olson (1987). Professor of Education. BS, MA, PhD, University of Minnesota. Miles Ott (2014). Assistant Professor of Mathematics. BA, Smith College; MPH, University of Minnesota; MS, Harvard University; PhD, Brown University. P Magdalena M. Paleczny-Zapp (1986). Associate Professor of Business Administration. BA, MA, Central School for Planning and Statistics, Warsaw; PhD, Akademia Ekonomiczna, Krakow. Donna R. Patterson (2006). Assistant Professor, Education. BA, MEd, University of Minnesota. Dale C. Pederson (1992). Associate Professor of Biology. BA, Augsburg College; PhD, University of Minnesota. Christine Peper (2014). Assistant Professor of Education. BA, University of Minnesota; MEd, Southeastern Louisiana University; PhD, University of Minnesota. Joyce B. Perkins (2006). Assistant Professor of Nursing. BS, University of New Hampshire; MA, St. Mary’s College; MS, University of Minnesota; PhD, University of Colorado. Noel J. Petit (1984). Professor of Computer Science. BA, St. Olaf College; MS, PhD, University of Minnesota. Pary Pezechkian-Weinberg (1994). Associate Professor of Modern Languages. BA, National University, Tehran; MA, University of Nice; PhD, University of California, Los Angeles. 228 Diane L. Pike (1981). Professor of Sociology. AB., Connecticut College; PhD, Yale University. Timothy D. Pippert (1999). Associate Professor of Sociology. BA, MA, PhD, University of Nebraska-Lincoln. Q Philip A. Quanbeck II (1987). Associate Professor of Religion. BA, St. Olaf College; MDiv, PhD, Luther Theological Seminary. R Deborah L. Redmond (1981). Assistant Professor of Communication Studies. BA, MA, University of Minnesota. Kathy J. Reinhardt (1997). Instructor of Modern Languages. MA, Middlebury College. Ana Ribeiro (2014). Assistant Professor of Health, Physical Education, and Exercise Science. BA, UniverCidade; MS, St. Cloud State University; PhD, University of Minnesota. Sarah Degner Riveros (2015). BA, University of Illinois at Urbana-Champaign; MA, Ph.D, Columbia University. M. Bridget Robinson-Riegler (1994). Professor of Psychology. BS, Indiana University; MS, PhD, Purdue University. Nancy A. Rodenborg (2000). Associate Professor of Social Work. BS, Indiana University; MSW, University of Minnesota; PhD, Arizona State University. Brian A. Rood (2015). Assistant Professor of Psychology. BA, BS, Drake University; MA Illinois School of Professional Psychology; MPH, DePaul University; MA, PhD, Suffolk University. S Milo A. Schield (1985). Professor of Business Administration. BS, Iowa State University; MS, University of Illinois; PhD, Rice University. Emily Schilling (2014). Assistant Professor of Biology and Environmental Studies. BA, Colgate University; MS, PhD, University of Maine. John S. Schmit (1990). Professor of English. BS, St. John’s University; MA, University of New Orleans; PhD, The University of Texas. Michael D. Schock (1993). Associate Professor of Social Work. BA, University of Washington; MSW, University of Minnesota; PhD, University of Washington. Deborah Schuhmacher (2014). Assistant Professor of Nursing. BS, University of North Dakota; MA, DNP, Augsburg College. Maggi Seybold (2014). Director of Clinical Education, Physician Assistant Studies. BS, Miami University, MS, University of Toledo. Christopher Smith (2011). Assistant Professor of Education. BS, MS, Purdue University; PhD, University of Minnesota, Twin Cities. Jody M. Sorensen (2005). Associate Professor of Mathematics. BA, St. Olaf College; MA, PhD, Northwestern University. Peter J. Stark (2007). Assistant Professor of Business Administration. BS, Northwestern University; MBA, Pepperdine University Nancy K. Steblay (1988). Professor of Psychology. BA, Bemidji State University; MA, PhD, University of Montana. Erik S. Steinmetz (1998). Assistant Professor of Computer Science. BA, Augsburg College; MS, University of Minnesota. Stuart M. Stoller (1986). Professor of Business Administration. BS, MS, Long Island University. 229 Martha E. Stortz (2010). Bernhard Christensen Professor of Vocation and Religion. BA, Carleton College; MA, PhD, The Divinity School, The University of Chicago. Benjamin L. Stottrup (2005). Associate Professor of Physics. BA, University of Minnesota, Morris; PhD, University of Washington. Kathryn A. Swanson (1985). Professor of English. BA, St. Olaf College; MA, PhD, University of Minnesota. Tara K. Sweeney (1992). Associate Professor of Art. BS, University of Wisconsin-Stout; MFA, Minneapolis College of Art and Design. T Sonja K. Thompson (1993). Assistant Professor of Music. BM, University of Minnesota; MM, The Juilliard School. Robert K. Tom (2002). Associate Professor of Art. BFA, University of Hawaii; MFA, Temple University. Beliza Torres Narváez (2015). Assistant Professor of Theater Arts. BA, University of Puerto Rico; MA, New York University; PhD, University of Texas. Joseph Towle (2011). Assistant Professor of Spanish. BA, North Dakota State University; MA, PhD, University of Minnesota. Mark D. Tranvik (1995). Executive Director of Bernhard Christensen Center for Vocation. Professor of Religion. BA, Luther College; MDiv, Yale University; ThD, Luther Seminary. Alan J. Tuchtenhagen (2011). Interim Director, Master of Arts in Leadership. BS, Westmar College. MA, University of Nebraska; DPA, Hamline University. U Joseph Underhill (1998). Associate Professor of Political Science. BA, University of California-Berkeley; MA, San Francisco State University; PhD, University of Michigan. Eileen Kaese Uzarek (2001). Assistant Professor of Health, Physical Education, and Exercise Science. BA, Gustavus Adolphus College; MS, Minnesota State University, Mankato. V Lisa Van Getson (2012). Assistant Professor of Nursing. BS, College of St. Teresa; MA, St. Catherine University; MS, Winona State University. Gail Van Kanegan (2014). Assistant Professor of Nursing. BS, Blessing-Rieman College of Nursing; MS, University of Missouri–Columbia; DNP, Augsburg College. James A. Vela-McConnell (1997). Professor of Sociology. BA, Loyola University; PhD, Boston College. Diane Vodicka (2008). Assistant Professor of Education. BA, North Park College; MEd, Georgia Southwestern College. W Bernard Walley (2011). Assistant Professor of Economics. BA, MPhil, University of Ghana; PhD, University of NebraskaLincoln. Mzenga A. Wanyama (2006). Associate Professor of English. BA, MA, University of Nairobi; PhD, University of Minnesota. Martha A. (Cary) Waterman (1991). Assistant Professor of English. BA, University of Denver; BS, MA, Minnesota State University, Mankato. 230 Shana K. Watters (2007). Associate Professor of Computer Science. AA, Northern Virginia Community College; BS, South Dakota School of Mines and Technology; MS, MA, PhD, University of Minnesota. Michael T. Wentzel (2011). Assistant Professor of Chemistry. BS, Creighton University; MS, University of Pennsylvania; PhD, University of Minnesota. Barbara A. West (1997). Instructor of Education. Faculty Coordinator of Teacher Placement /Licensing. BS, St. Cloud State University; MS, Syracuse University. Hans H. Wiersma (2004). Associate Professor of Religion. BA, University of California, San Diego; MDiv, PhD, Luther Seminary. X-Y-Z Henry Yoon (2009). Associate Professor of Psychology. BA, University of California; MA, PhD, University of Minnesota. Maheen Zaman (2014). Assistant Professor of History. BA, SUNY Stony Brook University; MA, MPhil, PhD, Columbia University. John M. Zobitz (2007). Associate Professor of Mathematics. BA, St. John’s University; MA, PhD, University of Utah. Faculty Emeriti Ruth L. Aaskov. Professor Emerita of Modern Languages. BA, Augsburg College; MA, Middlebury College; PhD, University of Wisconsin. Earl R. Alton. Professor Emeritus of Chemistry/Dean Emeritus. BA, St. Olaf College; MS, PhD, University of Michigan. Lyla M. Anderegg. Professor Emerita of Psychology. BA, University of Minnesota; MA, Northwestern University. Barbara L. Andersen. Professor Emerita of English. BA, Northwestern College; MA, Northwestern University. Margaret J. Anderson. Professor Emerita, Library. BS, MA, University of Minnesota. Elizabeth Ankeny. Professor Emerita of Education. BA, Augustana College; MA, Morningside College; PhD, Colorado State University. John E. Benson. Professor Emeritus of Religion. BA, Augsburg College; B.D., Luther Theological Seminary; MA, PhD, Columbia University. Anthony A. Bibus, III (1992). Professor Emeritus of Social Work. BA, University of St. Thomas; MA, University of Virginia; PhD, University of Minnesota. Julie H. Bolton Professor Emerita of Theater Arts. BS, MFA, University of Minnesota. Richard A. Borstad. Professor Emeritus of Health and Physical Education. BA, MA, PhD, University of Minnesota. Nora M. Braun. Professor Emerita of Business Administration. BSBA, University of Missouri-Columbia; MBA, PhD, University of Minnesota. Maria L. Brown. Professor Emerita of Social Work. BA, MA, American University; MSW, University of Minnesota. Francine Chakolis. Professor Emerita of Social Work. BS, Augsburg College; MSW, University of Minnesota. Grace Dyrud. Professor Emerita of Psychology. BA, MA, PhD, University of Minnesota. Mark J. Engebretson. Professor Emeritus of Physics. BA, Luther College; MDiv, Luther Theological Seminary; MS, PhD, University of Minnesota. Kenneth N. Erickson. Professor Emeritus of Physics. BA, Augsburg College; MS, Michigan State University; PhD, Colorado State University. Norman B. Ferguson. Professor Emeritus of Psychology. BA, Franklin and Marshall College; MS, PhD, University of Wisconsin. 231 Marilyn E. Florian (1980). Professor Emeritus of Health and Physical Education. BA, Augsburg College; MS, St. Cloud State University. Henry G. Follingstad. Professor Emeritus of Mathematics. BEE, MS, University of Minnesota. Satya P. Gupta. Professor Emeritus of Economics. BS, MS, Agra University, India; MS, PhD, Southern Illinois University. Donald R. Gustafson. Professor Emeritus of History. BA, Gustavus Adolphus College; MA, PhD, University of Wisconsin. Arlin E. Gyberg. Professor Emeritus of Chemistry. BS, Mankato State University; PhD, University of Minnesota. Daniel S. Hanson. Professor Emeritus of Communication Studies. BA, Augsburg College; MA, University of Minnesota. Edwina L. Hertzberg. Professor Emerita of Social Work. BA, Cedar Crest College; MSW, PhD, University of Minnesota. Garry W. Hesser Professor Emeritus of Sociology. BA, Phillips University; MDiv, Union Theological Seminary; MA, PhD, University of Notre Dame. Norman D. Holen. Professor Emeritus of Art. BA Concordia College-Moorhead; MFA, University of Iowa. Bradley P. Holt. Professor Emeritus of Religion. BA, Augsburg College; BD, Luther Theological Seminary; MPhil, PhD, Yale University. John R. Holum. Professor Emeritus of Chemistry. BA, St. Olaf College; PhD, University of Minnesota. Gretchen Kranz Irvine. Professor Emerita of Education. BS, College of St. Teresa; MS, University of Wisconsin-River Falls; PhD, University of Minnesota. Irene Khin Khin Jensen. Professor Emerita of History. BA, Rangoon University, Burma; MA, Bucknell University; PhD, University of Wisconsin. Duane E. Johnson. Professor Emeritus of Psychology. BA, Huron College; BA, University of Minnesota; ME, South Dakota State University; PhD, University of Minnesota. Jeffrey E. Johnson. Professor Emeritus of Physics. BS, MS, MBA, PhD, University of Minnesota. Martha Johnson. Professor Emerita of Theater Arts. BA, MA, PhD, University of Wisconsin. Amin Kader. Professor Emeritus of Business Administration. BComm, University of Cairo; MBA, University of Michigan. Kenneth S. Kaminsky. Professor Emeritus of Mathematics. AB, MS, PhD, Rutgers University. Ashok K. Kapoor. Professor Emeritus of Business Administration. BA, MA, University of Delhi; MA, MBA, University of Minnesota; PhD, Temple University. Anne M. Kaufman. Professor Emeritus of Education. BS, MA, PhD, University of Minnesota. Mary A. Kingsley. Professor Emerita of Modern Languages. BA, St. Olaf College; MA, Middlebury College. Alvin L. Kloppen. Professor Emeritus of Health and Physical Education. BS, Augustana College; MA, University of South Dakota. Steven LaFave. Professor Emeritus of Business Administration. BA, MA, Michigan State University; MBA, University of Minnesota. Lynn E. Lindow. Professor Emerita of Education. BS, Mankato State University; MS, North Dakota State University; PhD, University of Minnesota. Lynne F. Lorenzen. Professor Emerita of Religion. BA, University of Iowa; MDiv, Northwestern Lutheran Theological Seminary; MA, PhD, Claremont Graduate School. Dawn B. Ludwig. Professor Emerita of Physician Assistant Studies. BA, University of Colorado, Denver; MS, PA Certification, University of Colorado Health Science Center; PhD, Capella University. Esther G. McLaughlin. Professor Emerita of Biology. BA, PhD, University of California-Berkeley. Erwin D. Mickelberg. Professor Emeritus of Biology. BA, Augsburg College; MA, University of Minnesota. 232 Mildred “Mike” Mueller. Professor Emerita of Education. BA, MA, Central Michigan University; EdD, University of Minnesota. Richard C. Nelson. Professor Emeritus of History. BA, University of Nebraska; MA, PhD, University of Minnesota. Catherine C. Nicholl. Professor Emerita of English. BA, Hope College; MA, University of Michigan; PhD, University of Minnesota. Beverly J. Nilsson. Professor Emerita of Nursing. BS, MS, PhD, University of Minnesota. Norma C. Noonan. Professor Emerita of Political Science. BA, University of Pennsylvania; MA, PhD, Indiana University. Ronald G. Palosaari. Professor Emeritus of English. BA, Bethel College; BDiv, Bethel Seminary; MA, PhD, University of Minnesota. Patricia A. Parker. Associate Academic Dean Emerita. BA, Eastern Michigan University; MA, PhD, University of Michigan. Curtis M. Paulsen. Professor Emeritus of Social Work. BA, St. Olaf College; MSW, University of Minnesota; PhD, The Fielding Institute. Lauretta E. Pelton. Professor Emerita of Education. MEd, Marquette University. Joyce M. Pfaff. Professor Emerita of Health and Physical Education. BA, Augsburg College; MEd, University of Minnesota. Philip A. Quanbeck, Sr. Professor Emeritus of Religion. BA, Augsburg College; BD, Augsburg Theological Seminary; MTh, ThD, Princeton Theological Seminary. Larry C. Ragland. Professor Emeritus of Computer Science. BS, MA, Central Missouri State College; PhD, University of Texas at Austin. Bruce R. Reichenbach. Professor Emeritus of Philosophy. BA, Wheaton College; MA, PhD, Northwestern University. Glenda Dewberry Rooney. Professor Emerita of Social Work. BS, University of North Texas; MSW, University of Illinois; PhD, University of Minnesota. Marianne B. Sander. Dean of Students Emerita. BA, Valparaiso University; MA, University of Minnesota. Kathryn Schwalbe. Professor Emerita of Business Administration. BS, University of Notre Dame; MBA, Northeastern University, PhD, University of Minnesota. Frankie B. Shackelford. Professor Emerita of Languages and Cross-Cultural Studies. BA, Texas Christian University; PhD, University of Texas. Charles M. Sheaffer. Professor Emeritus of Computer Science. BA, Metropolitan State University; MS, PhD, University of Minnesota. Eugene M. Skibbe. Professor Emeritus of Religion. BA, St. Olaf College; BT., Luther Theological Seminary; ThD, University of Heidelberg, Germany. Robert J. Stacke. Professor Emeritus of Music. Band and Jazz Director. BA, Augsburg College; MACI, College of St. Thomas; PhD, University of Minnesota. Clarice A. Staff. Professor Emerita of Social Work. BA, Augsburg College; MS, DSW, Columbia University. Beverly Stratton. Professor Emerita of Religion. BA, MA, Boston University; ThD, Luther Seminary. Grace K. Sulerud. Professor Emerita, Library. BA, Augsburg College; MA, University of Minnesota. Ralph L. Sulerud. Professor Emeritus of Biology. BA, Concordia College, Moorhead; MS, PhD, University of Nebraska. Karen T. Sutherland. Professor Emerita of Computer Science. AB, Augustana College; two MS degrees; PhD, University of Minnesota. Maryann Syers (1998). Professor Emerita of Social Work. BA, Arizona State University; MSW, PhD, University of Minnesota. Philip J. Thompson. Professor Emeritus of Art. BA, Concordia College, Moorhead; MFA, University of Iowa. 233 David L. Tiede. Bernhard M. Christensen Professor Emeritus of Vocation and Religion. BA, St. Olaf College; BD, Luther Theological Seminary; PhD, Harvard University. Rita R. Weisbrod. Professor Emerita of Sociology. BA, MA, University of Minnesota; PhD, Cornell University. Mary Louise Williams. Professor Emerita of Social Work. BFA, MSW, University of Pennsylvania. 234
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Title: Augsburg College Course Descriptions, 2015-2016
Collection: Course Catalogs
Search Result: Augsburg College 2015-2016 Course Descriptions ACC ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Core Curriculum Component: Non...
Show more Augsburg College 2015-2016 Course Descriptions ACC ACC221 Introduction to Financial Accounting 4 Semester Credits Introduction to business activities, basic concepts and fundamentals of accounting, the accounting cycle, and preparation of financial statements. Core Curriculum Component: None Prerequisite(s): None ACC222 Introduction to Managerial Accounting 4 Semester Credits A continuation of ACC 221. Introduction to cost accounting for manufacturing. Basic concepts and fundamentals of managerial accounting, planning and controlling processes, decision-making, and behavioral considerations. Core Curriculum Component: None Prerequisite(s): ACC221(Introduction to Financial Accounting) ACC295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ACC322 Accounting Theory and Practice I 4 Semester Credits An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to assets. Core Curriculum Component: None Prerequisite(s): ACC222(Introduction to Managerial Accounting) ACC323 Accounting Theory and Practice II 4 Semester Credits A continuation of ACC 322. An analysis of financial accounting with emphasis on accounting theory pertaining to financial statements, income concepts, valuation concepts, FASB statements, and other relevant issues as applied to liabilities and stockholders’ equity. Core Curriculum Component: None 1 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): ACC322(Accounting Theory and Practice I) ACC324 Managerial Cost Accounting 4 Semester Credits Accounting tools for heavy manufacturing systems as well as for managerial decision making. Planning, budgeting, standard cost systems, as well as other quantitative and behavioral topics. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of MAT163(Introductory Statistics), MAT373(Probability and Statistics I), MIS379(Quantitative Methods for Business and Economics); ACC221(Introduction to Financial Accounting), ACC222(Introduction to Managerial Accounting), MKT252(Principles of Marketing) ACC326 Tax Accounting 4 Semester Credits The more common and important provisions of planning and compliance for income taxes. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); ACC221(Introduction to Financial Accounting), ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ACC423 Auditing 4 Semester Credits Internal and external auditing procedures. Emphasis on the CPA’s role to form the basis of opinion on a set of financial statements. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ACC323(Accounting Theory and Practice II) ACC425 Advanced Accounting 4 Semester Credits Accounting for business combinations, consolidations, governmental accounting, partnership accounting, and fund accounting. Core Curriculum Component: None Prerequisite(s): ACC323(Accounting Theory and Practice II) ACC495 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology, and current national and international business problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ACC499 2 Augsburg College 2015-2016 Course Descriptions Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS AIS105 Introduction to American Indian Studies 4 Semester Credits Designed to introduce students to the content areas of the American Indian Studies curriculum, this course includes an overview of American Indian history, federal Indian policy, land issues, reservation and urban issues, cross-cultural influences, and American Indian literature, art, music, and language. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None AIS205 Contemporary American Indians 4 Semester Credits In this topics-oriented course, students focus on issues that face contemporary American Indians, including tribal sovereignty and identity politics, treaty rights, language retention and education, religious freedom, and Indian activism. Core Curriculum Component: None Prerequisite(s): None AIS208 Native American Women and Film 4 Semester Credits This course explores Native American women in film history as racial representations in Hollywood cinema, as political and social forces in indigenous film, and as role models in documentary. Core Curriculum Component: Humanities Prerequisite(s): None AIS233 Women: A Cross-Cultural Perspective 4 Semester Credits This course examines a variety of issues concerning the biological, evolutionary, and historical origins of women’s roles and status in society. Comparative roles of women are examined in tribal contexts across various indigenous cultures. Studies include the role of women in Native American and African tribes, peasant societies of eastern Europe, Mexico, the Middle East, and China. Core Curriculum Component: None Prerequisite(s): None AIS264 American Indian in the Cinema 4 Semester Credits Indians in the Cinema surveys various images of American Indians created by Hollywood and television. Focusing on films from the 1910s to the present, the course provides an understanding of how American Indians were portrayed in 3 Augsburg College 2015-2016 Course Descriptions film historically, how this image has evolved over the past century, and how it is reflective of Western cultural and racial ideologies. Core Curriculum Component: None Prerequisite(s): None AIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS305 Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influence about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits of the dominant culture in each country. Students will learn and interact with indigenous organizations. This course is cross-listed with Women’s Studies. May be taken in conjunction with WST 490 or AIS 490. Core Curriculum Component: None Prerequisite(s): None AIS320 American Indian Women 4 Semester Credits Through life histories of Indian women, the course examines the vital roles and contributions of women in past and present tribal cultures. It explores the continuity of women’s roles over times and the changes in these roles, precipitated by the influences of Western colonialism. The course also assesses how American Indian women have crossed cultural boundaries and influenced non-tribal communities through their activism and traditionalism. This course is cross-listed with women’s studies. Core Curriculum Component: Augsburg Experience Prerequisite(s): None AIS332 Native American Storytelling 4 Semester Credits The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will be expected to perform storytelling and to research the various tribal storytelling traditions. Core Curriculum Component: None Prerequisite(s): None AIS355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing 4 Augsburg College 2015-2016 Course Descriptions and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Course crosslists with English. Core Curriculum Component: None Prerequisite(s): None AIS364 Indigenous Filmmakers 4 Semester Credits Indigenous Filmmakers introduces students at the junior and senior level to the exciting and expanding field of indigenous media—specifically films made by Native Americans. We will explore the political and social forces at work behind the American indigenous film movement, which responds to mainstream film’s portrayal of Native Americans and provides an extraordinary range in perspectives and views that inform Native American cultures. Core Curriculum Component: None Prerequisite(s): None AIS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS408 Native American Women and Film 4 Semester Credits Beginning with issues of representation and a history of Hollywood’s portrayal of Native American woman as princess figures, sexualized maidens, or squaws, we will expand our conceptualization of Native American women by putting into conversation a variety of voices that talk back to or address mainstream stereotypes of Native American women. Our goal is to expand our conceptualizations of Native American women and their important roles in society by examining a variety of cultural issues as they are presented through documentary and fiction films made by and about Native American women. Core Curriculum Component: None Prerequisite(s): 1 of AIS105(Introduction to American Indian Studies), AIS205(Contemporary American Indians), AIS233(Women: A Cross-Cultural Perspective), AIS264(American Indian in the Cinema), WST201(Foundations in Women's Studies), WST205(Intro to Lesbian and Gay Studies), WST208(Native American Women and Film), WST241(Environmental and River Politics), WST265(Women in American Culture), WST281(Topics) AIS490 Keystone: Indigenous Issues of the Americas 4 Semester Credits This travel seminar explores issues faced by Indigenous peoples of Guatemala, Nicaragua, or Mexico. Each group faces similar challenges that manifest differently due to the political, social, and cultural influences of the dominant culture in each country. Students will learn about sovereignty, land rights, economy, religion, cultural survival, women’s issues, and political movements through site visits and interaction with Indigenous organizations. 5 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Keystone Prerequisite(s): None AIS495 Topics 4 Semester Credits Individual courses designed to investigate specific topics such as Minnesota Indians, Contemporary Indigenous Issues of North and South America, and American Indian Literature Seminar. Core Curriculum Component: None Prerequisite(s): None AIS498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None AIS499 Independent Study 4 Semester Credits An independently designed research project. Core Curriculum Component: None Prerequisite(s): None ANT ANT141 Introduction to Cultural Anthropology 4 Semester Credits This course serves as an introduction to cultural anthropology. Course objectives include providing students with an understanding of anthropological methods and theories, the concepts of race and culture, an appreciation and awareness of differing cultures, and an awareness of the role cultural anthropology has in understanding contemporary human problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ANT295 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ANT495 Topics in Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART 6 Augsburg College 2015-2016 Course Descriptions ART100 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART102 Design 4 Semester Credits A study of design is the unifying foundation for the visual arts. Two- and three-dimensional projects demonstrate theory and application of basic design elements and principles. Core Curriculum Component: Fine Arts Prerequisite(s): None ART105 Introduction to Architectural Drawing 4 Semester Credits This course develops basic skills involved in perceiving and representing the material environment through the study of sketching and drawing skills. Core Curriculum Component: Fine Arts Prerequisite(s): None ART106 Introduction to Chinese Calligraphic Arts 4 Semester Credits Introduction and practice of Chinese calligraphic painting and writing. Core Curriculum Component: Fine Arts Prerequisite(s): None ART107 Drawing 4 Semester Credits Introduction to foundational drawing from direct observation, memory, and reference. Traditional and experimental media and methods are explored to develop technical and formal skills in support of individual expression. Core Curriculum Component: Fine Arts Prerequisite(s): None ART118 Painting I 4 Semester Credits Introduction to observational and experimental approaches and techniques in acrylic or oil painting. Color theory, composition, painting methods, and individual expression are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART122 7 Augsburg College 2015-2016 Course Descriptions Plein Air Sketching I 4 Semester Credits Introduction to traditional sketching media and approaches for drawing en plein air, outside and on location. Portable, all-weather materials and processes, and perceptual techniques are emphasized to create a sketchbook of drawings from direct observation. Core Curriculum Component: Fine Arts Prerequisite(s): None ART132 Photography I 4 Semester Credits This course introduces the technical skills, creative applications, and vocabulary of black-and-white film photography. Technical lectures and demonstrations cover 35mm camera operation, film processing, and black-and-white darkroom printing. Class lectures, readings, field trips, and research introduce students to the canon of photographic history, including a broad range of genres, historical contexts, and artistic practices. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART180 Introduction to Community-Based Photography 4 Semester Credits This course introduces the technical skills and creative applications of black-and-white photography with coursework that integrates partnership and service. Art 180 combines art and social research concepts to help students understand how the arts foster community building and engagement. Class lectures, demonstrations, ssignments, and service will introduce students to documentary work that will be presented as portfolio to a nonprofit partner. Students need a 35mm single lens reflex camera. Core Curriculum Component: Fine Arts Prerequisite(s): None ART199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART210 Drawing for Design in Architecture 4 Semester Credits Introduction to and exploration of the conceptual function of drawing in architecture. Exploration of the history of drawing in architecture, critical review of drawing conventions and systems, and examination of drawing processes as modes of perception and cognition. Core Curriculum Component: None Prerequisite(s): ART105(Introduction to Architectural Drawing) ART215 Web Design I 4 Semester Credits 8 Augsburg College 2015-2016 Course Descriptions This course provides an introduction to designing for the Internet. Students will learn basic skills for interactive design and will become familiar with design software to execute their designs. Core Curriculum Component: Fine Arts Prerequisite(s): None ART221 Sculpture I 4 Semester Credits An introduction to sculpture and three-dimensional design through the exploration of the inherent properties of various materials and processes. Core Curriculum Component: Fine Arts Prerequisite(s): None ART223 Print Making I 4 Semester Credits An introduction to traditional and experimental media and methods of printing. Intaglio, relief, and mono/unique methods are explored. Core Curriculum Component: Fine Arts Prerequisite(s): None ART224 Publication Design 4 Semester Credits An introduction to design concepts and production for publication design. Theory and practice of coordinating visual imagery and typography for print publications using page layout software. Core Curriculum Component: Fine Arts Prerequisite(s): None ART225 Graphic Design I 4 Semester Credits This course provides an introduction to the practice of graphic design. Design principles are explored in creating and organizing through visual communication. The focus of this class will be building the foundation in design programs such as Adobe InDesign, Illustrator, and Photoshop, and discovering the visual language necessary to develop as creative problem solvers. Core Curriculum Component: Fine Arts Prerequisite(s): None ART231 Pre-Columbian,Colonial, & Contemporary Mexican Art 4 Semester Credits This course aims to develop an understanding and appreciation of Mexican art from the Pre-Columbian, colonial, and contemporary periods, with emphasis on Frida Kahlo and the muralist movement of Diego Rivera, David Alfredo Siqueiros, and José Clemente Orozco. Students will participate in numerous excursions to many museums as well as archaeological and historical sites. Core Curriculum Component: Fine Arts 9 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None ART233 Collaborative Printmaking: A Press Free Approach 4 Semester Credits This online course is designed to engage creative, imaginative, and technical processes to produce prints without a press and to interpret works of art. Students learn water-based printmaking techniques while exploring several kinds of collaboration. Students critically analyze works of art produced by themselves and their peers, and through this analysis they will articulate different theories of aesthetics. Core Curriculum Component: Fine Arts Prerequisite(s): None ART240 Art History Survey 4 Semester Credits A survey of art of the Western world from prehistoric to modern times. Core Curriculum Component: Fine Arts Prerequisite(s): None ART243 History of Architecture to 1750 4 Semester Credits History of architecture and city planning from antiquity to 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART244 History of Architecture after 1750 4 Semester Credits History of architecture and city planning since 1750, as illustrated by Western and non-Western examples. Core Curriculum Component: Fine Arts Prerequisite(s): None ART247 Life Drawing 4 Semester Credits Introduction to traditional and experimental methods and techniques for drawing the human figure through direct observation of the live nude model. Perceptual proportions, planes, and individual expression of the human form in space are emphasized. Core Curriculum Component: Fine Arts Prerequisite(s): None ART249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. 10 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None ART250 Ceramics I 4 Semester Credits An introduction to the making of pottery with an emphasis on handbuilding and throwing techniques combined with theory, concept, and form. Core Curriculum Component: Fine Arts Prerequisite(s): None ART257 Watercolor Painting I 4 Semester Credits Introduction to foundational techniques, and observational and experimental approaches to watercolor painting. Exploration of color theory, composition, and individual expression are emphasized. Includes some painting outside on location. Core Curriculum Component: Fine Arts Prerequisite(s): None ART265 Computer Drafting for Stage and Architecture 4 Semester Credits Computer Drafting for the Stage and Architecture is an introduction to using AutoCAD LT for drafting on the computer. Students will learn how to use basic AutoCAD commands to input information, organize, layout and print 2-D drafting plates, with an emphasis on drafting for the theater and architecture. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) ART280 Hand Papermaking and Book Arts I 4 Semester Credits Introduction to hand papermaking, box building, and bookmaking; emphasizes the interplay of text, image, and form in the contemporary artist's book. Core Curriculum Component: Fine Arts Prerequisite(s): None ART290 Native American Art 4 Semester Credits An exploration of the rich heritage of visual arts from indigenous communities of North America, surveying the dynamic nature of Native American art spanning from pre-European contact into the present while exploring the political nature of that trajectory as it encounters cultural change, Western aesthetics, and Western concepts of art. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) 11 Augsburg College 2015-2016 Course Descriptions ART299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART300 Special Topics 4 Semester Credits Selected courses dealing with special topics, offered occasionally in the department. Core Curriculum Component: None Prerequisite(s): None ART305 Junior Exhibition and Review 0 Semester Credits Junior Exhibition and Review showcases the junior art major’s emerging style and content in a group exhibit to focus exploration in support of the upcoming senior exhibition. A committee of art department faculty and staff conduct a formal review of the exhibition. Junior art majors prepare and present an artist statement at the review. (Prereq.: Completion of 16 credits) Core Curriculum Component: None Prerequisite(s): None ART306 Advanced Chinese Calligraphic Arts 4 Semester Credits Advanced practice of Chinese calligraphic painting and writing. Core Curriculum Component: None Prerequisite(s): ART106(Introduction to Chinese Calligraphic Arts) ART315 Web Design II 4 Semester Credits Exploration of the latest technologies used in the theories and practice of animation, interactive programming, and advanced digital design. Core Curriculum Component: None Prerequisite(s): ART215(Web Design I) ART320 Typography 4 Semester Credits Study of the history, development, structures, and application of traditional and contemporary typography; exploration of letterforms using digital, hand-set type, and hand lettering. Core Curriculum Component: None Prerequisite(s): 1 of ART102(Design), ART105(Introduction to Architectural Drawing), ART106(Introduction to Chinese Calligraphic Arts), ART107(Drawing), ART118(Painting I), ART132(Photography I), ART210(Drawing for Design in Architecture), ART215(Web Design I), ART221(Sculpture I), ART223(Print Making I), ART224(Publication Design), 12 Augsburg College 2015-2016 Course Descriptions ART225(Graphic Design I), ART240(Art History Survey), ART243(History of Architecture to 1750), ART244(History of Architecture after 1750), ART247(Life Drawing), ART249(The Designed Environment), ART250(Ceramics I), ART280(Hand Papermaking and Book Arts I), ART290(Tribal Arts and Culture), ART315(Web Design II), ART352(Women and Art), ART360(Watercolor Painting), ART382(Scandinavian Arts), ART385(Prehistoric and Ancient Art), ART386(Medieval Art), ART387(Renaissance and Baroque Art), ART388(Modern Art), ART389(American Art) ART322 Plein Air Sketching II 4 Semester Credits Advanced study of drawing en plein air emphasizes creating a sketchbook outside on location to explore advanced observational technique, significant experiential engagement, complex composition, and emerging personal style using portable all-weather materials and processes. Core Curriculum Component: None Prerequisite(s): ART122(Plein Air Sketching I) ART330 Graphic Design II 4 Semester Credits This studio course explores and develops concepts used in solving design problems through visual communication. Students will explore the various tools necessary in this discipline, such as typography, layout, color, information design, branding, packaging, and illustration. Core Curriculum Component: None Prerequisite(s): ART225(Graphic Design I) ART332 Photography II 4 Semester Credits Advanced study that focuses on refining the skills and visual vocabulary introduced in ART 132. Emphasis on portfolio development using advanced black-and-white materials. Semester projects encourage individual creativity and examination of critical issues in contemporary photography. Students must provide their own 35mm camera. Core Curriculum Component: None Prerequisite(s): ART132(Photography I) ART333 Digital Photography 4 Semester Credits This advanced course explores the technical, creative, conceptual, and ethical aspects of digital photography. Through a series of lectures, demonstrations, projects, critiques, and guest presenters, students will expand their knowledge of photography using digital technology within the fine arts context. Students will also spend time shooting assignments, working in the computer lab, attending exhibitions, reading the text, and writing. Core Curriculum Component: None Prerequisite(s): 1 of ART132(Photography I), ART180(Introduction to Community-Based Photography), ART332(Photography II) ART340 Digital Imaging 4 Semester Credits Exploration of visual communications in the electronic environments using various software programs to create digital images, animation, and digital games. 13 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None ART347 Advanced Drawing 4 Semester Credits Advanced study of drawing emphasizes open exploration of drawing media, methods, and surfaces in support of subject matter, themed series, individual style, and original expression. Core Curriculum Component: None Prerequisite(s): 1 of ART107(Drawing), ART247(Life Drawing), ART322(Plein Air Sketching II) ART349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART351 Ceramics II 4 Semester Credits Advanced work in ceramics explores clay, glaze, and firing technology with a continued emphasis on throwing and handbuilding techniques combined with theory, concept, and form. Core Curriculum Component: None Prerequisite(s): ART250(Ceramics I) ART352 Women and Art 4 Semester Credits A study of the creative role of women in the visual arts, including the fine arts, the traditional arts, and the arts of Native American women. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART355 Painting II 4 Semester Credits Advanced study in acrylic or oil painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART118(Painting I) ART357 Watercolor Painting Il 14 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Advanced study in watercolor painting emphasizes individual expression and emerging style through advanced color theory, series development, and exploration of individual subject matter, approach, and method. Core Curriculum Component: None Prerequisite(s): ART257(Watercolor Painting I) ART368 Print Making II 4 Semester Credits Continued exploration of intaglio, relief, and mono/unique methods. Use oflarger formats, multiple plates, and an emphasis on color are encouraged. Core Curriculum Component: None Prerequisite(s): ART223(Print Making I) ART380 Hand Papermaking and Book Arts II 4 Semester Credits Advanced exploration in hand papermaking and book arts, emphasizing individual research and expression. Core Curriculum Component: None Prerequisite(s): ART280(Hand Papermaking and Book Arts I) ART382 Scandinavian Arts 4 Semester Credits The visual arts in Scandinavia from the Stone Age to the present, including architecture, folk arts, painting, sculpture, and design. Core Curriculum Component: None Prerequisite(s): None ART385 Prehistoric and Ancient Art 4 Semester Credits The art of the Ice Age through the Roman period to the fourth century A.D. Core Curriculum Component: None Prerequisite(s): None ART386 Medieval Art 4 Semester Credits Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART387 Renaissance and Baroque Art 4 Semester Credits 15 Augsburg College 2015-2016 Course Descriptions European painting, sculpture, and architecture, from the 14th through the 18th centuries. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART388 Modern Art 4 Semester Credits Painting, sculpture, and architecture from Neoclassicism through the present. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ART389 American Art 4 Semester Credits A study of early colonial through contemporary American art, architecture, and folk arts. Core Curriculum Component: None Prerequisite(s): None ART390 Native American Art 4 Semester Credits This course surveys the rich and dynamic heritage of visual arts from indigenous communities of North America, spanning from pre-European contact into the present. Students will meet Native artists, visit a variety of Native American art galleries and exhibitions, and learn about the cultural, social, and political context surrounding Native American art. ART390 is open to art history students only. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); ART240(Art History Survey) ART396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None 16 Augsburg College 2015-2016 Course Descriptions ART399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ART405 Senior Exhibition and Faculty Review 0 Semester Credits Senior Exhibition and Faculty Review is a practical approach, exemplifying best visual arts practice and showcasing the senior art major’s body of work through a solo or two-person exhibit. A committee of two art department faculty and one outside department faculty/staff of choice conducts a formal review of the exhibition. Core Curriculum Component: None Prerequisite(s): ART305(Junior Exhibition and Review) ART478 Sculpture II 4 Semester Credits Advanced work in sculpture and three-dimensional design. Core Curriculum Component: None Prerequisite(s): ART221(Sculpture I) ART498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ART499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ASL ASL101 Beginning American Sign Language I 4 Semester Credits An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 1 Prerequisite(s): None ASL102 Beginning American Sign Language II 4 Semester Credits 17 Augsburg College 2015-2016 Course Descriptions An introduction to deaf culture and the signs and syntax of ASL. Students observe the demonstration of signs, practice their own signing, and learn the facial expressions and body language needed to communicate clearly with deaf and hard-of-hearing people. Core Curriculum Component: Modern Language 2 Prerequisite(s): ASL101(Beginning American Sign Language I) AUG AUG101 Augsburg Seminar 0 Semester Credits A weekly seminar linked to a course or course pair that integrates course content with learning strategies and community-building opportunities beneficial to beginning college students. While the content course is graded on a traditional point basis, Augsburg Seminar is graded Pass/No Credit. Permission to complete the seminar if the student withdraws from the linked content course(s) is at the discretion of the instructor(s). (P/N grading only) Core Curriculum Component: None Prerequisite(s): FIRSTYEAR(First Year Student) AUG102 Augsburg Seminar 0 Semester Credits This individualized directed study course is available through moodle (course management system) only to students who did not pass AUG 101. Assignments involving reflection and engaging with campus offices and programs guide students’ progress toward graduation and future careers. A fee is charged during the semester when all requirements are satisfactorily completed. Contact the Director of AugSem for more information. Core Curriculum Component: None Prerequisite(s): None AUGEX AUGEX1 Augsburg Experience - Non-credit International Immersion 0 Semester Credits Core Curriculum Component: None Prerequisite(s): AUGEX1(Augsburg Experience, Study Abroad) AUGEX2 Augsburg Experience - Faculty/Student Research 0 Semester Credits Core Curriculum Component: None Prerequisite(s): AUGEX2(Augsburg Experience, Faculty/Student Research) AUGEX3 Augsburg Experience - Non-credit Internship 0 Semester Credits Core Curriculum Component: None Prerequisite(s): AUGEX3(Augsburg Experience, Non-credit Internship) AUGEX4 Augsburg Experience - Work Connections 18 Augsburg College 2015-2016 Course Descriptions 0 Semester Credits Core Curriculum Component: None Prerequisite(s): AUGEX4(Augsburg Experience, Work Connections) BIO BIO102 The Biological World 4 Semester Credits The basic concepts of biology pertaining to both plants and animals are emphasized. The nature of science and the approach used by scientists to gather and analyze data and propose and test hypotheses are considered. (Three onehour lectures, one three-hour laboratory. Does not apply to the major or minor.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) BIO102L The Biological World Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO102(The Biological World) *concurrent registration is required* BIO103 Human Anatomy and Physiology 4 Semester Credits A survey of the structure and function of the human body. (Three hours lecture, three hours laboratory. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor.) Students are strongly encouraged to take CHM 102 or another chemistry course before taking this class. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HPE104(Components of Fitness Training), MUS101(Materials of Music I), MUS111(Aural Skills I) BIO103L Human Anatomy and Physiology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO103(Human Anatomy and Physiology) *concurrent registration is required* BIO118 Environmental Biology 4 Semester Credits Analyze the most important issues in environmental biology with special emphasis on biodiversity, drawing particularly from examples in Mexico. Students will learn about theoretical and applied issues regarding the ecological framework of tropical America through lectures, required readings, fieldwork, and lab work. This course may be used as a substitute to meet the ENV 120 requirement in the ENV major, and meets the Natural Sciences LAF. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO118L Environmental Biology Lab 0 Semester Credits 19 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO118(Environmental Biology) *concurrent registration is required* BIO121 Human Biology 4 Semester Credits An introduction to basic biological principles with a human perspective and application. Includes discussion of the molecular and cellular basis of life, genetics and genetic disease, selected organ systems and disease, and the sustainability of life on Earth. (Three hours lecture, one three-hour lab. A student may not receive credit for both BIO 121 and 103. Does not apply to the major or minor in biology. Students are strongly encouraged to take CHM 102 before taking this class. ) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None BIO121L Human Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO121(Human Biology) *concurrent registration is required* BIO150 Introductory Biology Workshop 2 Semester Credits An elective workshop for students concurrently enrolled in BIO 151 Introductory Biology. Students will explore topics covered in BIO 151 in more depth using AVID-based strategies for succeeding in college-level biology courses. P/N grading only. Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required*, CONSENT(Consent of Instructor) BIO151 Introductory Biology 4 Semester Credits First of a two-semester sequence. An introduction to biology for science majors, including cell and molecular biology, energy metabolism, genetics. BIO 151 and 152 must be taken in sequence except by permission of instructor. (Three hours of lecture, three hours laboratory, some Saturday field trips.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) BIO151L Introductory Biology Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) *concurrent registration is required* BIO152 Evolution, Ecology and Diversity 4 Semester Credits 20 Augsburg College 2015-2016 Course Descriptions Second of a two-semester introductory sequence. An introduction to evolution, ecology, and biological diversity for science majors. (Three hours of lecture, four hours laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO151(Introductory Biology) BIO152L Evolution Ecology and Diversity Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): BIO152(Evolution, Ecology and Diversity) *concurrent registration is required* BIO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of BIO113(Introductory Organismal Biology), BIO114(Intro Genetics Evolution and Ecolo); All of BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO253 Introductory Cellular Biology 4 Semester Credits An introduction to structure and function in tissues, cells, and subcellular organelles. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II) BIO253L Introductory Cellular Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) *concurrent registration is required* BIO255 Genetics 4 Semester Credits A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), MPL(Math Placement Group 4), PSY215(Research Methods and Statistics I); BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity), CHM116(General Chemistry II) BIO255L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO255(Genetics) *concurrent registration is required* 21 Augsburg College 2015-2016 Course Descriptions BIO297 Directed Study: Research in Biology 2 Semester Credits Directed research with a faculty mentor. No more than two terms may be applied to minimum graduation requirements. Requires permission of instructor and chair of the department. (Pass/No Pass only) Core Curriculum Component: None Prerequisite(s): None BIO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO351 Invertebrate Zoology 4 Semester Credits A study of the invertebrate animals stressing classification, morphology, behavior, life history, and phylogeny. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO351L Invertebrate Zoology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO351(Invertebrate Zoology) *concurrent registration is required* BIO353 Comparative Vertebrate Anatomy 4 Semester Credits Comparative anatomy, functional morphology, and evolutionary morphology of vertebrates. A study of vertebrate anatomy integrating the perspectives of embryology, morphology and phylogeny. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO353L Comparative Vertebrate Anatomy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO353(Comparative Vertebrate Anatomy) *concurrent registration is required* BIO355 Genetics 4 Semester Credits 22 Augsburg College 2015-2016 Course Descriptions A study of the principles of heredity. The course integrates classical transmission genetics, molecular genetics, and genomics. Special topics will include epigenetics, developmental genetics, and human disease genetics. Contemporary genetic model systems will be utilized in laboratory experiments. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO355L Genetics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO355(Genetics) *concurrent registration is required* BIO361 Plant Biology 4 Semester Credits A survey of the diversity and evolution of algae and plants. Topics on plant anatomy, physiology, phylogeny, ecological and economic importance, and plant-microbe interactions are integrated throughout. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO151(Introductory Biology), BIO152(Evolution, Ecology and Diversity) BIO361L Plant Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO361(Plant Biology) *concurrent registration is required* BIO369 Biochemistry 4 Semester Credits The course addresses the chemical structure and function of the major biological macromolecules. Key topic areas are protein structure and function, enzyme mechanisms, thermodynamics, intermediary metabolism, and metabolic regulation. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT164(Introductory Biostatistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); CHM351(Organic Chemistry I) BIO369L Biochemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) *concurrent registration is required* BIO396 Internship 4 Semester Credits 23 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None BIO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None BIO398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO440 Plant Physiology 4 Semester Credits An introduction to the basic principles of how plants function. Emphasis will be on the flowering plants and the processes involved with photosynthesis, growth, development, and water relations. The impact of abiotic and biotic stressors on plant physiology will be discussed. Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO440L Plant Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO440(Plant Physiology - Co-Req) *concurrent registration is required* BIO471 Advanced Cellular and Molecular Biology 4 Semester Credits An examination of mechanisms of molecular genetics, recombinant DNA technology, cell-signaling, cell cycle control, the cytoskeleton and select additional topics. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO369(Biochemistry) BIO471L Advanced Cellular and Molecular Biology Lab 0 Semester Credits Core Curriculum Component: None 24 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): BIO471(Advanced Cellular and Molecular Biology) *concurrent registration is required* BIO473 Animal Physiology 4 Semester Credits A study of digestion, respiration, circulation, excretion, movement, and sensory perception as well as neural and hormonal control of these functions, emphasizing vertebrates. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I) BIO473L Animal Physiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO473(Animal Physiology) *concurrent registration is required* BIO474 Developmental Biology 4 Semester Credits A study of development from the embryonic to adult stages. The course will focus on the physiological, molecular, and morphological changes that occur during development. Additional topics to be covered will include evolutionary developmental biology (evo devo), teratology, stem cells, regeneration, and cell death. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO474L Developmental Biology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO474(Developmental Biology) *concurrent registration is required* BIO475 Neurobiology 4 Semester Credits An introduction to the nervous system. Topics to be studied include the electrical activity of neurons, sensory and motor systems, mechanisms of learning and memory, animal behavior, and human cognition. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): BIO253(Introductory Cellular Biology) BIO475L Neurobiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO475(Neurobiology) *concurrent registration is required* 25 Augsburg College 2015-2016 Course Descriptions BIO476 Microbiology 4 Semester Credits An introduction to the study of microorganisms. Environmental, industrial, and medical issues are discussed, with particular attention paid to human pathogens. (Three hours lecture, four hours laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BIO476L Microbiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO476(Microbiology) *concurrent registration is required* BIO481 Ecology 4 Semester Credits A study of interactions between organisms and the biotic and abiotic environment. Topics include physiological ecology, energy flow, nutrient cycling, a survey of biomes, population and community ecology, and conservation. (Three hours lecture, four hours laboratory, some Saturday field trips.) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); 1 of MAT114(Precalculus), MAT145(Calculus I), MAT163(Introductory Statistics), MAT248(Biostatistics), PSY215(Research Methods and Statistics I); BIO152(Evolution, Ecology and Diversity) BIO481L Ecology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO481(Ecology) *concurrent registration is required* BIO486 Immunology 4 Semester Credits A study of the mechanisms by which the immune system can recognize and neutralize or destroy foreign molecules and organisms. Aspects of immune dysfunction in allergy, autoimmunity, cancer and immunodeficiency are included. (Three hours of lecture, four hours of laboratory.) Core Curriculum Component: None Prerequisite(s): 1 of BIO255(Genetics), BIO355(Genetics); BIO253(Introductory Cellular Biology) BIO486L Immunology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO486(Immunology) *concurrent registration is required* BIO490 Biology Keystone 26 Augsburg College 2015-2016 Course Descriptions 2 Semester Credits A seminar course that fulfills the keystone requirement. Several important biological issues that have ethical and societal implication and ramifications are explored, including the topics of the vocation of a scientist, connections between faith and science, and moral, ethical, and societal challenges faced by scientists. For senior biology majors. Core Curriculum Component: Keystone Prerequisite(s): None BIO495 Special Topics in Biology 4 Semester Credits Courses covering special topics not otherwise covered by our other course offerings. Topics may vary. Core Curriculum Component: None Prerequisite(s): None BIO495L Topics: Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): BIO495(Special Topics in Biology) *concurrent registration is required* BIO497 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BIO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of BIO215(Introductory Cellular Biology), BIO253(Introductory Cellular Biology) BUS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS200 Exploring Business as a Vocation 4 Semester Credits This course is intended to introduce you, the student, to the possibility of pursuing a career in business as a vocational calling. In this course you will be exposed to the key areas of business operations including: management, marketing, management information systems/technology, finance, accounting, and international business. Core Curriculum Component: None Prerequisite(s): None BUS 27 Augsburg College 2015-2016 Course Descriptions BUS242 Principles of Management 4 Semester Credits Development of the theory of management, organization, staffing, planning, and control. The nature of authority, accountability, and responsibility; analysis of the role of the professional manager. Core Curriculum Component: None Prerequisite(s): None BUS254 Entrepreneurship 4 Semester Credits The process of transforming an idea into an organization that can market this idea successfully. Examines the construction of a viable business plan with attention to the resources needed for success. Core Curriculum Component: None Prerequisite(s): None BUS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the areas of business administration. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS301 Business Law 4 Semester Credits Legal rules relating to contracts, agency, negotiable instruments, property, and business organizations under the Uniform Commercial Code. Core Curriculum Component: None Prerequisite(s): None BUS340 Human Resource Management 4 Semester Credits Personnel function in business, acquisition, and utilization of human resources; desirable working relationships; effective integration of the worker with the goals of the firm and society. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS362 28 Augsburg College 2015-2016 Course Descriptions International Business 4 Semester Credits This course views international business from a global perspective, including views of the U.S. government and perspectives of foreign governments. Each topic is supported with real-life case studies. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing) BUS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS397 Internship 2 Semester Credits BUS397 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None BUS399 Internship 4 Semester Credits BUS399 provides direction and support for students completing internships. Classroom meetings will be scheduled. Core Curriculum Component: Augsburg Experience Prerequisite(s): None BUS440 Strategic Management 4 Semester Credits Concepts and principles related to long-range planning. Taught from a managerial viewpoint with examples from various industries and sectors. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS461 Global Business Management: Mexico and Emerging Markets - Mexico 4 Semester Credits 29 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management) BUS465 International Management 4 Semester Credits This course analyzes several factors influencing behavior in the workplace and the board room, including skills needed to manage across national borders. Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) BUS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) BUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CAP CAP001 CAP Seminar 0 Semester Credits Program (CAP). During individual meetings, students will work with an academic skills coach to develop study skills, address affective needs, and transition to college life. Meeting time is arranged with skills coach. (.0 course; P/N grading only; Prereq: conditional admit status). Core Curriculum Component: None Prerequisite(s): None CCS CCS100 Introduction to Cultural Studies 4 Semester Credits This course is an introduction to the critical study of cultures and cross-cultural difference. It examines the connections between social relations and the production of meaning. It sets the stage for global citizenship by revealing how our "position" in the world affects the way we view, interpret, and interact with other cultures. Core Curriculum Component: Humanities Prerequisite(s): None CCS295 Topics 30 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CCS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM CHM102 Chemistry for Changing Times 4 Semester Credits Designed for the liberal arts student. Emphasis is upon developing basic chemistry concepts using examples primarily from inorganic chemistry. Does not count toward a chemistry major or minor. CHM 102 includes a lab section. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) CHM102L Chemistry for Changing Times Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM102(Chemistry for Changing Times) *concurrent registration is required* CHM115 General Chemistry I 4 Semester Credits 31 Augsburg College 2015-2016 Course Descriptions This is the entry course for chemistry and related science majors, including biology and physics. Course topics include an introduction to matter and measurements, chemical equations, stoichiometry, energetics, electronic structure, and bonding theory. QF course. (Three one-hour lectures, one three-hour laboratory. High school chemistry recommended. Fall and Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM115L General Chemistry I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) *concurrent registration is required* CHM116 General Chemistry II 4 Semester Credits A continuation of Chemistry 115. Emphasis on equilibrium and solution chemistry including kinetics and electrochemistry. QF course. (Three one-hour lectures, one three-hour laboratory. Spring and Summer) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM115(General Chemistry I) CHM116L General Chemistry II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): CHM116(General Chemistry II) *concurrent registration is required* CHM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM351 Organic Chemistry I 4 Semester Credits Basic periodic trends and bonding principles are emphasized with focus on the first row elements. Spectroscopic and separation methods are introduced for both functional group and structural analysis of organic compounds, including IR, MS, GC, NMR, and chromatography. Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II) CHM351L 32 Augsburg College 2015-2016 Course Descriptions Organic Chemistry I Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM351(Organic Chemistry I) *concurrent registration is required* CHM352 Organic Chemistry II 4 Semester Credits Organic functional groups are analyzed in multi-step synthesis. Retro-synthetic analysis is emphasized and practiced including oxidations, reductions, substitutions, eliminations, and aldol reactions. Core Curriculum Component: None Prerequisite(s): CHM351(Organic Chemistry I) CHM352L Organic Chemistry II Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) *concurrent registration is required* CHM353 Quantitative Analytical Chemistry 4 Semester Credits Covers gravimetric and volumetric analysis and solution equilibrium in detail and gives an introduction to electrochemical and spectrophotometric techniques of analysis. The laboratory involves quantitative analysis of a variety of samples, and includes trace analysis. QA course. (Three hours of lecture, one four-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM106(Principles of Chemistry (no longer offered)), CHM116(General Chemistry II); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CHM353L Quantitative Analytical Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry) *concurrent registration is required* CHM362 Chemical Thermodynamics, Statistical Mechanics, and Kinetics 4 Semester Credits Studies three of the fundamental theoretical concepts of physical chemistry: thermodynamics, statistical mechanics, and kinetics. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) CHM362L Chemical Thermodynamics, Statistical Mechanics, and Kinetics Lab 0 Semester Credits Core Curriculum Component: None 33 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics) *concurrent registration is required* CHM367 Properties of Polymers 4 Semester Credits Presents polymer chemistry as an interdisciplinary chemistry relying on the organic, analytical, and physical chemistry prerequisites to unfold the details of macromolecules. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II) CHM368 Quantum Chemistry, Molecular Structure, and Spectroscopy 4 Semester Credits Studies fundamental theoretical concepts of physical chemistry including: quantum mechanics with molecular structure, spectroscopy, and interactions applications. (Three one-hour lectures, one four-hour laboratory). Core Curriculum Component: None Prerequisite(s): CHM116(General Chemistry II), MAT145(Calculus I), MAT146(Calculus II), PHY121(General Physics I), PHY122(General Physics II) CHM368L Quantum Chemistry, Molecular Structure, and Spectroscopy Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy) *concurrent registration is required* CHM370 BioOrganic Chemistry 4 Semester Credits The study of chemistry in biological systems is one of five core areas of chemistry: inorganic, organic, physical, analytical, and biological, all exquisitely expressed in living organisms. Relationships between chemical structure, bond strengths and resulting physical/chemical properties, acid-base and metal-catalyzed/assisted reactions, kinetics/thermodynamics, and redox processes are studied in the context of information storage, transmission, expression, and control. Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM398 Internship 2 Semester Credits Core Curriculum Component: None 34 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None CHM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CHM464 Advanced Organic Chemistry 4 Semester Credits Advanced mechanistic analysis of modern synthetic transformations is covered both in lecture and lab. Modern instrumentation is used in multi-step synthesis to analyze reaction data. Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM464L Advanced Organic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM464(Advanced Organic Chemistry) *concurrent registration is required* CHM470 Principles of Medicinal Chemistry 4 Semester Credits Medicinal chemistry examines the organic chemistry of drug design and drug action. Students study the mechanisms of drug transport across biological membranes, absorption, distribution, and drug excretion; the relationship between structure and activity; molecular recognition process in drug-receptor interactions; enzyme mechanisms; and the metabolic pathways by which drugs are detoxified. Also studied are the concepts used in the design of therapeutic substances. A prior course in biochemistry is recommended. (Spring, even years) Core Curriculum Component: None Prerequisite(s): CHM352(Organic Chemistry II) CHM481 Instrumental Analysis 4 Semester Credits Emphasis on instrumental methods of analysis. Atomic, molecular, and electron spectroscopy, chromatography, electroanalytical, and surface analysis methods are covered. Core Curriculum Component: None Prerequisite(s): CHM353(Quantitative Analytical Chemistry) CHM481L Instrumental Analysis Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM481(Advanced Analytical Chemistry) *concurrent registration is required* CHM482 Advanced Inorganic Chemistry 35 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Study of inorganic substances and their reactions using electrostatic and molecular orbital models. Reactivity and bonding in coordination, cluster, and organometallic compounds are considered. The laboratory consists of preparations using a variety of techniques. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: None Prerequisite(s): 1 of CHM362(Chemical Thermodynamics, Statistical Mechanics, and Kinetics), CHM368(Quantum Chemistry, Molecular Structure, and Spectroscopy); CHM352(Organic Chemistry II) CHM482L Advanced Inorganic Chemistry Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CHM482(Advanced Inorganic Chemistry) *concurrent registration is required* CHM491 Chemistry Seminar 0 Semester Credits This seminar, which has no course credit, is a weekly meeting of chemistry majors under the direction of the Augsburg Chemistry Society. Juniors and seniors are expected to participate, with seniors presenting papers. Outside visitors are also invited to participate. Core Curriculum Component: None Prerequisite(s): None CHM495 Topics 4 Semester Credits Study of a specific area building upon inorganic, analytical, physical, and organic chemistry. Core Curriculum Component: None Prerequisite(s): None CHM497 Introduction to Chemistry Research 0 Semester Credits Chemistry majors planning research careers need research experience before graduation that may be obtained by working on a summer research project (not counted as a course) or by research participation during the academic year (that may be counted as a course). Cooperative education is an excellent opportunity to be involved in industrial research projects. Core Curriculum Component: None Prerequisite(s): None CHM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CHM499 Independent Study/Research 36 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM COM111 Public Speaking 4 Semester Credits The course focuses on speech preparation, organization, audience analysis, style, listening, and overcoming speech fright. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall, spring) Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM112 Contest Public Speaking 4 Semester Credits Theory and practice of preparing speeches for delivery in formal and contest situations. Students are expected to attend three interscholastic speech tournaments and compete in at least two of the following: informative speaking, persuasive speaking, speaking to entertain, and/or communication analysis. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. (Fall) Core Curriculum Component: None Prerequisite(s): None COM115 Scientific and Technical Public Speaking 4 Semester Credits An introduction to public speaking for students majoring in scientific or technical fields. Includes the same foundational material as introduction to public speaking, including: delivery, argumentation, persuasion, and audience analysis. This material is then applied to specific contexts common in technical fields, with special attention to distinguishing expert or lay audiences, and the use of technical vocabulary and notation systems. Note: Students may take only one of either COM 111, COM 112, or COM 115 for credit. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None COM120 Mass Media and Popular Culture 4 Semester Credits This course is a survey of the mass media in popular culture. Students will examine the different types of mass media and will gain an understanding of what popular culture is and why it is important. The course examines the importance of media criticism and the impact that media have had on culture and society. Students are encouraged to think critically about media and media consumption. Core Curriculum Component: Humanities Prerequisite(s): None COM199 Internship 4 Semester Credits 37 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None COM243 Studio Production 4 Semester Credits This is an introductory television production course utilizing three cameras in a live studio environment. This course emphasizes the demands of live television production, such as collaborative team effort, pre-production, time management, and meeting deadlines. Through a series of exercises, students learn the skills required to produce a live 30-minute news magazine program. (Fall) Core Curriculum Component: None Prerequisite(s): None COM247 Documentary History and Theory 4 Semester Credits This course studies the history of film’s nonfiction art form, as well as the theoretical methods of engaging the world through a lens. Through the study of selected documentaries, students will identify and analyze the filmmaker’s point of view and the methods used to deliver the message. Core Curriculum Component: Humanities Prerequisite(s): None COM254 Interpersonal Communication 4 Semester Credits A study of the dynamics of human interaction through verbal and non-verbal messages; emphasis on factors that build relationships and help to overcome communication barriers. Core Curriculum Component: None Prerequisite(s): None COM260 Environmental Communication 4 Semester Credits We are bombarded with messages about the natural world every day from many different sources. Environmental communication comes to us through commercials, television, movies, public policy debates, the scientific and technical sphere, and social media. Environmental messages originate from groups, organizations and individuals with a variety of goals. COM 260 encourages a deeper understanding of our relationship with the world around us. Core Curriculum Component: Humanities Prerequisite(s): None COM280 Introduction to Communication Studies 4 Semester Credits An introductory survey course designed to acquaint students with the world of ideas that serves as the foundation for the field of communication studies. Core Curriculum Component: Humanities Prerequisite(s): None 38 Augsburg College 2015-2016 Course Descriptions COM281 Research Methods 4 Semester Credits This course focuses on the differing methods used by communication scholars to ask and answer questions about the nature of human interaction. It examines various types of research methods, both qualitative and quantitative, such as experimental research, survey research, ethnographic research, textual analysis, content analysis, and historical/critical research. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level) COM295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM321 Business and Professional Speaking 4 Semester Credits This course explores advanced issues in public address including delivery and performance, vocal control, persuasion, audience adaptation, argument construction, and speaker credibility. The class uses a series of speeches, ranging from impromptu speaking and persuasion to job interviewing and sales presentations, in order to hone students’ speaking skills. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), SPC111(Public Speaking) COM329 Intercultural Communication 4 Semester Credits This course explores cultural differences and their implications for communication, including differences in values, norms, social interaction, and code systems. Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM345 Organizational Communication 4 Semester Credits An examination of communication in organizational settings. Focuses on topics such as superior-subordinate relationships, management styles, motivation of employees, organizational culture, effective use of meetings, and sources of communication problems. 39 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None COM351 Argumentation 4 Semester Credits Develops critical thinking skills by study of the theory and practice of argument, evidence, fallacies, and refutation. Includes how to build and analyze public arguments that confront students in their everyday lives. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); COM280(Introduction to Communication Studies) COM352 Persuasion 4 Semester Credits Examination of the process of influence in a variety of social contexts, paying special attention to the psychological aspects of persuasion. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); COM280(Introduction to Communication Studies), COM281(Research Methods) COM355 Small Group Communication 4 Semester Credits A study of group dynamics and leadership with emphasis on decision making, leadership styles, and conflict management. Core Curriculum Component: None Prerequisite(s): None COM396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM398 Internship 2 Semester Credits Core Curriculum Component: None 40 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None COM399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None COM405 Nonverbal Communication 4 Semester Credits This course focuses on the nonverbal elements of communication. Nonverbal communication encompasses all communication except the spoken word. In order to fully explore the functions of nonverbal communication in everyday life, students will conduct a research project that looks at nonverbal communication in depth. Core Curriculum Component: None Prerequisite(s): COM281(Research Methods) COM415 Advanced Critical Media Studies 4 Semester Credits This course explores the role that various media, such as film, television, and the internet play in shaping and influencing society. Topics covered include theories of influence and effects, representations of gender, race, and class, ownership and democracy, and new media. After taking this course, students should possess heightened understanding and appreciation of media’s significance and impact in the world. Core Curriculum Component: None Prerequisite(s): COM120(Mass Media and Popular Culture) COM480 Public Relations/Promotional Communication 4 Semester Credits Public relations in the modern world of communication, marketing, and business. An overview of public relations as a career and a survey of basic promotional communication in profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None COM490 Keystone: Critical Conversations about Vocation 4 Semester Credits A synthesis of communication theories and application of those theories to each student’s sense of vocation. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 1 of COM351(Argumentation), COM352(Persuasion) COM495 Communication Topics 4 Semester Credits Selected topics in communication with emphasis on the use of primary sources and methodology of research. Core Curriculum Component: None 41 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None COM498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None COM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC CSC160 Introduction to Computer Science and Communication 4 Semester Credits An introduction to computer science topics in hardware, software, theory, and computer communications: algorithm design, logical circuits, network concepts, the Internet, and programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170 Introduction to Programming 4 Semester Credits A study of problem-solving, algorithm development, and programming using a high-level programming language. (Three hours of lecture, one-and-one-half hours of lab.) Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) CSC170L Introduction to Programming Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) *concurrent registration is required* CSC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC210 Data Structures 4 Semester Credits Data structures such as linked lists, stacks, and queues; recursion. (Three hours of lecture, one-and-one-half hours of lab.) 42 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) CSC210L Data Structures Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) *concurrent registration is required* CSC240 Intro to Networking and Communications 4 Semester Credits Principles and methods of data communications, information theory, distributed processing systems, network protocols and security, standards, network management, and general computer interfacing. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); CSC160(Introduction to Computer Science and Communication) CSC250 Game Programming on the Web 4 Semester Credits An introduction to game design, HTML5, Javascript, cascading style sheets, HTML5 Canvas, theories of game mechanics and fiction, psychological flow, game engines, interfaces, knowledge creation, complex decisions, relation of Java to JavaScript, and videogame history. Prerequisite: CSC 170 or equivalent. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC272 UNIX and C 4 Semester Credits Study of UNIX operating system and the C programming language. It is assumed that the student has a knowledge of programming methods and has done programming in some other language. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC320 Algorithms 4 Semester Credits A systematic study of algorithms and their complexity, including searching and sorting algorithms, mathematical algorithms, scheduling algorithms, and tree and graph traversal algorithms. The classes P and NP, NP-complete problems, and intractable problems. Core Curriculum Component: None 43 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); 1 of MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC345 Principles of Computer Organization 4 Semester Credits An introduction to computer architecture, binary representation of data, processors, instruction sets, and assembly language programming. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC352 Database Management and Design 4 Semester Credits Structure of database management systems, query facilities, file organization and security, and the development of database systems. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC353 Database Architecture and Design 4 Semester Credits An introduction to the physical design and tuning of database systems. Topics include data storage, indexing, query processing, and transaction processing with a focus on the relation database. Advanced topics include security, other types of databases (e.g., distributed databases, client-server architectures, object-oriented), emerging technologies, and applications. Core Curriculum Component: None Prerequisite(s): CSC170(Introduction to Programming) CSC373 Symbolic Programming and Artificial Intelligence 4 Semester Credits An introduction to programming in functional, symbolic languages, such as Lisp or Scheme. A study of the foundation algorithms used in the field of artificial intelligence. Applications to selected problems from artificial intelligence. Core Curriculum Component: None Prerequisite(s): CSC210(Data Structures) CSC385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) CSC396 44 Augsburg College 2015-2016 Course Descriptions Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None CSC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None CSC431 Introduction to A I Robotics 4 Semester Credits Robot components, robotic paradigms, mobile robots, task planning, sensing, sensor fusion, basic control concepts. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CSC210(Data Structures) CSC450 Programming Languages and Compilers I 4 Semester Credits Principles that govern the design and implementation of programming languages. Topics include formal languages, programming language syntax and semantics, parsing, and interpretation. Emphasis on design issues. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of CSC385(Formal Logic and Computation Theory) *concurrent registration is acceptable*, PHI385(Formal Logic and Computation Theory) *concurrent registration is acceptable*; CSC320(Algorithms) CSC451 Programming Languages and Compilers II 4 Semester Credits Continuation of CSC 450: compilers, data structures, control structures, and the run-time environment. Emphasis on implementation issues. Core Curriculum Component: Keystone 45 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of CSC385(Formal Logic and Computation Theory), PHI385(Formal Logic and Computation Theory); CSC345(Principles of Computer Organization), CSC450(Programming Languages and Compilers I) CSC457 Computer Graphics 4 Semester Credits A study of the foundational algorithms required for computer graphics. Topics include geometric algorithms, geometric modeling, graphics techniques, graphical user interfaces, human-centered software development, computer animation, virtual environments and 3D immersive rendering. Core Curriculum Component: None Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4); CSC210(Data Structures) CSC495 Advanced Topics in Computer Science 4 Semester Credits Study of advanced topics from areas of computer science not included in other courses. This course may be repeated, but may not be counted more than twice as part of the requirements for the major. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) CSC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECE ECE345 Foundations of Preprimary Education 3 Semester Credits Students gain understanding about philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and other social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); PSY105(Principles of Psychology), PSY250(Child Development) ECE346 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ECE345(Foundations of Preprimary Education) 46 Augsburg College 2015-2016 Course Descriptions ECE347 Immersion and Teaching Competence 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ECE345(Foundations of Preprimary Education), ECE346(Learning Environments for Preprimary-Aged Children) ECE488 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE489 Student Teaching: Preprimary 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: None Prerequisite(s): None ECE545 Foundations of Preprimary Education 3 Semester Credits Students gain an understanding of philosophical, theoretical, historical, pedagogical, societal, and institutional foundations of preprimary education. Attention is given to the efforts of modern programs to adapt instruction to developmental levels and experience backgrounds of young children and to work in partnership with parents and social service agencies. Field experience (20 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission), PSY105(Principles of Psychology), PSY250(Child Development) ECE546 Learning Environments for Preprimary-Aged Children 3 Semester Credits Students gain an understanding of how to recognize and construct, developmentally appropriate pedagogy and practice. Attention is given to the integration of literacy within the classroom environment; importance of learning through play; using different assessments of the classroom environment, student performance and program evaluation; classroom management strategies; etc. Field experience (30 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): ECE545(Foundations of Preprimary Education), GRADEDADMIT(Graduate Education Department Admission) ECE547 Immersion and Teaching Competence 47 Augsburg College 2015-2016 Course Descriptions 3 Semester Credits Students gain an understanding of how to deliver developmentally appropriate instruction and experiences. Field experience (40 hours) is a critical part of this course. Core Curriculum Component: None Prerequisite(s): ECE545(Foundations of Preprimary Education), ECE546(Learning Environments for Preprimary-Aged Children), GRADEDADMIT(Graduate Education Department Admission) ECO ECO112 Principles of Macroeconomics 4 Semester Credits An introduction to macroeconomics: national income analysis, monetary and fiscal policy, international trade. Application of elementary economic theory to current economic problems. May be taken independently of ECO 113. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO113 Principles of Microeconomics 4 Semester Credits An introduction to microeconomics: the theory of the household, firm, market structures, and income distribution. Application of elementary economic theory to market policy. May be taken independently of ECO 112. ECO 112 and 113 may be taken in either order. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECO312 Intermediate Macroeconomics 4 Semester Credits Determinants of national income, employment, and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth, and the role of expectations. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); ECO112(Principles of Macroeconomics) ECO313 48 Augsburg College 2015-2016 Course Descriptions Intermediate Microeconomics 4 Semester Credits Theory of resource allocation, analysis of consumer behavior, firm and industry; the pricing of factors of production and income distribution; introduction to welfare economics. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO315 Money and Banking 4 Semester Credits Functioning of the monetary and banking systems, particularly commercial banks, and the Federal Reserve System and its role in relation to aggregate economic activity. Emphasis placed on monetary theory and policy. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics) ECO318 Management Science 4 Semester Credits Provides a sound conceptual understanding of the modern techniques of management science to prepare students to make better business and economic decisions. Emphasis is on applications such as transportation, marketing, portfolio selection, environmental protection, the shortest route, and inventory models. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ECO350 Labor Economics 4 Semester Credits Analysis of labor markets, labor as a factor of production, determination of collective bargaining, labor legislation, and effects upon society. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO360 International Economics 4 Semester Credits A study of the underlying forces affecting the economic relations among nations. Development of the basis for international trade, balance of payments, exchange rate systems, and commercial policy. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO365 Environmental Economics 4 Semester Credits This course applies economic principles to the management and utilization of society’s environmental resources. It analyzes the role of externalities and the public policy approaches designed to address those market failures, including 49 Augsburg College 2015-2016 Course Descriptions command/control and incentive-based strategies. Policy issues examined include air and water pollution, global environmental issues like ozone depletion and global warming, and environmental policy for developing countries. Core Curriculum Component: None Prerequisite(s): ECO113(Principles of Microeconomics) ECO370 International Economic Development 4 Semester Credits This course studies the major factors that affect the economic standard of living in the developing world. It examines such issues as poverty and income inequality, population growth, education and health of society, agricultural production, environmental externalities, and the role of international trade and foreign assistance. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ECO416 Mathematical Economics 4 Semester Credits Mathematical economics with emphasis on the application of mathematical tools to the areas of micro and macroeconomic theory. Core Curriculum Component: None Prerequisite(s): ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics), MAT245(Calculus III), MAT246(Linear Algebra) ECO490 Research Methods in Econometrics 4 Semester Credits This course provides an introduction to the application of statistical models and methods to economic problems. Emphasis is on use of econometric software to analyze data and to test hypotheses. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics) ECO495 Topics 4 Semester Credits 50 Augsburg College 2015-2016 Course Descriptions Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international economic problems and policies. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ECO499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS ECS495CE Topics for Paraprofessionals 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS505CE Behavior Management: ENVOY Training 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS506CE Health Care Externship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS508CE Paideia Seminar Writing to Learning 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS509CE Paideia: Guided Reading for Great Ideas 2 Semester Credits This course is designed to assist Paideia practitioners in integrating reading techniques with seminar experiences. Participants in the course will analyze and apply strategies in critical analysis of texts through seminars devoted to interpretive questioning and civil discourse. The goal is to promote literacy through active reading and critical thinking about great ideas. Core Curriculum Component: None Prerequisite(s): None ECS527CE 51 Augsburg College 2015-2016 Course Descriptions Adv Stdnt Lrning through Assessment 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS541CE Advanced Paideia Institute 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS542CE Paideia Onsite Training 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS543CE Paideia Institute- varible crredit -formerly EDU539 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS544CE The Paideia Trainer 2 Semester Credits The Augsburg Paideia Trainer course is designed to provide the Paideia practitioner with opportunities to develop leadership skills in the area of Paideia training. The goal is to improve knowledge and skills through conducting Paideia training seminars. Core Curriculum Component: None Prerequisite(s): None ECS545CE Paideia: Curriculum Development 2 Semester Credits This course is designed to assist Paideia practitioners in developing curricular units for seminars. Participants in the course will integrate the three columns of didactic, coaching, and seminars to create a cohesive unit around a content standard or great idea. Special focus will be placed on selection of seminar texts, content standards, stages of seminar questions, and methods of evaluation. Core Curriculum Component: None Prerequisite(s): None ECS585CE AP Courses APPROVED BY GAAC cont ed 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None 52 Augsburg College 2015-2016 Course Descriptions ECS590CE Topics Grad Edu, General and TPT Cont Ed only-variable credit 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ECS595CE Topics AP Not Approved 1stand2nd ti-Variable credit 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC EDC110 Teaching in a Diverse World 4 Semester Credits This course is designed to engage students in both an examination and critique of their own schooling and education. It is meant to support students in developing a socio-political consciousness necessary for successful teaching in a diverse society (Ladson-Billings, 1995). Students in this course will be asked to come to a better understanding of their own desires to become educated people while simultaneously learning to critically examine the pathways and barriers that exist for students of color and other marginalized youth in schools today. Through participatory action research, students will explore a self-directed method of inquiry (problem-posing, problem solving) and hopefully learn how to claim their own education. Core Curriculum Component: None Prerequisite(s): None EDC199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDC200 Orientation to Education in an Urban Setting 3 Semester Credits Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) EDC206 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural 53 Augsburg College 2015-2016 Course Descriptions content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC210 Diversity in the School 2 Semester Credits Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Core Curriculum Component: None Prerequisite(s): None EDC211 Minnesota American Indians 2 Semester Credits An overview of cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC220 Educational Technology 2 Semester Credits Psychological and philosophical dimensions of communication through the use of instructional technology. Selection, preparation, production, and evaluation of effective audio-visual and computer-based materials for teaching/learning situations. Computer training will be included in this course. Core Curriculum Component: None Prerequisite(s): None EDC310 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: Augsburg Experience Prerequisite(s): None EDC330 Building the Public Good: Public Achievement and Organizing: Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role the citizen in public life and provide a knowledge base about basic organizing for the public good whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Core Curriculum Component: None 54 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EDC331(EDC331 concurrent enrollment) *concurrent registration is required* EDC331 Practicum in Public Achievement-Seminar I 1 Semester Credits This course advances the idea of democracy as a society created through the public work of everyday citizens. That work may occur in schools or community organizations but it requires participants to think about their place as citizen professionals and in other civic roles as agents and architects of democracy. It will address how to effectively create change and examine concepts and ideas central to the role of the citizen in public life and provide a knowledge base about basic organizing for the public good, whether it be in schools or the broader community. Both EDC 330 and EDC 331 will run over the span of two semesters. Field experience in a public achievement setting is required. Core Curriculum Component: None Prerequisite(s): None EDC332 Building the Public Good: Public Achievement and Organizing: Seminar II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement); EDC333(EDC333 concurrent enrollment) *concurrent registration is required* EDC333 Practicum in Public Achievement-Practicum II 1 Semester Credits Core Curriculum Component: None Prerequisite(s): All of EDC330(Building the Public Good: Public Achievement and Organizing), EDC331(Practicum in Public Achievement) EDC353 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC410 Learners with Special Needs 3 Semester Credits 55 Augsburg College 2015-2016 Course Descriptions The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC488 Topics in Education 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC490 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EDC514 Research Methods 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC522 Orientation to Education in an Urban Setting 3 Semester Credits 56 Augsburg College 2015-2016 Course Descriptions Career exploration and overview of the teaching profession. Emphasis on historical and philosophical foundations of the American school system. Field service experience in an urban P-12 school is required. Core Curriculum Component: None Prerequisite(s): None EDC533 Learning and Development in an Educational Setting 3 Semester Credits A survey of educational psychology topics as applied to teaching and learning. Special emphasis is placed on classroom applications of theoretical constructs. Field service requirements in an educational program or P-12 school. Core Curriculum Component: None Prerequisite(s): None EDC544 Learners with Special Needs 3 Semester Credits The study of students with disability, special needs, and giftedness. Emphasis on techniques and resources to help all students achieve maximum outcomes, and special focus on needs of urban students. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC553 International Education 3 Semester Credits This course presents an examination and comparison of selected Western and non-Western educational systems as well as an investigation of possible careers in international education. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC566 Diversity/Minnesota American Indians 3 Semester Credits This course will examine human diversity and human relations. It will provide an awareness and critical analysis of how prejudice, discrimination, and stereotypes impact us personally, as well as how these elements impact our schools and communities. Also addressed in this course is the Minnesota Standard of Effective Practice 3.G: Understand the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Core Curriculum Component: None Prerequisite(s): None EDC570 Teacher Leadership 3 Semester Credits This course will explore generative questions about leadership, change, and our own paradigms, visions and values. We will investigate what it means to be a teacher leader and the ways in which teachers provide leadership. Examining theoretical models and conceptual frame works from interdisciplinary fields will offer a variety of perspectives for providing effective teacher leadership. Participants will also have an opportunity to reflect on the foundational question of “who am I as a leader”. 57 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC580 School and Society 3 Semester Credits Emphasis on points of view about the role of school in modern society, relationships with parents and community, collaborative models, leadership, and professional development. Serves as final theoretical preparation for student teaching. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC585 Leadership Application Project 3 Semester Credits The leadership application project is either a research-based study or a curriculum-based project that links issues of leadership and education with the degree candidate’s personal interests. The character of the project will vary with the nature of the investigation, but will always be application oriented. The central component of the LAP is the demonstration of leadership ability through a concrete project appropriate to the candidate’s workplace or place of service. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC588 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC591 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC592 Action Research I 3 Semester Credits This course will introduce students to qualitative action research, a form of research that simultaneously contributes to the practical concerns of people while furthering the goals of social science. It requires active self reflective inquiry and collaboration. Action research is used in real situations, and is aimed at solving real problems. The goal of action research is to gain better knowledge of one’s practice while improving the situation in which the practice is conducted. First course in a two-course sequence. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), GRADEDADMIT(Graduate Education Department Admission) EDC593 Action Research II 58 Augsburg College 2015-2016 Course Descriptions 3 Semester Credits The second term of this course involves intensive data analysis, writing and sharing of the degree candidate’s research. It requires active self-reflective inquiry and collaboration. The course will culminate with a symposium in which student work will be presented in a public forum. P/N Grading. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), EDC592(Action Research I), GRADEDADMIT(Graduate Education Department Admission) EDC594 Performance Assessment Project 3 Semester Credits This performance assessment course will require the students to integrate their knowledge about leadership, their sense of themselves as education leaders, and their understanding of a specific teaching/learning problem into a solution to the problem and a process for change. P/N grading. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) EDC998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None EDU EDU491 Practicum and Seminar in Special Education 3 Semester Credits A supervised field placement in a facility for an exceptional population plus on-campus seminar. Students planning to take this course should consult with the special education director about a placement prior to registering for the course. (Prereq.: completion of all other courses in special education minor or consent of instructor. Open to all.) Core Curriculum Component: Augsburg Experience Prerequisite(s): None EED EED199 59 Augsburg College 2015-2016 Course Descriptions Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED200 Elementary Education Earth Science 3 Semester Credits This course is designed to provide hands-on investigations that model modern inquiry learning and teaching strategies. It meets the basic earth science subject matter standards for initial licensure. This is a content intensive course. Plan to spend much time outside of class reading and completing assignments. Core Curriculum Component: None Prerequisite(s): None EED203 Physical Science for Elementary Teachers 3 Semester Credits Students will participate in hands-on experiments to explore properties of and changes in matter; position, motion, and force; light, heat, electricity, and magnetism; and kinds of ways to transfer energy. All elementary MSEPs for physical science are met in this course. For elementary education majors only. Core Curriculum Component: None Prerequisite(s): None EED225 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED295 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None EED299 Directed Study 4 Semester Credits Core Curriculum Component: None 60 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED311 K-6 Methods: Health 1 Semester Credits Examination and preparation of materials and resources for health at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED312 K-6 Methods: Physical Education 1 Semester Credits Examination and preparation of materials and resources for physical education at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED325 K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED326 Elementary Reading K-6 Field Experience 1 Semester Credits Observation, analysis, and preparation of assessment tools and reading materials for K-6 students in an elementary classroom setting. Students must be registered concurrently for EED 325. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED331 Middle School Methods Writing 2 Semester Credits This course will focus on writing strategies and processes appropriate to middle level students. Emphasis will include the writing process, types of writing, and integrated writing across the curriculum. This course is required for students seeking elementary licensure with a communication arts/literature specialty. Core Curriculum Component: None 61 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED336 Advanced Literacy Methods 2 Semester Credits The focus of this course is on formal and informal assessment tools, response to intervention, and differentiated instruction in a K-6 literacy setting. (Prereq: MTLE and admission to the department and successfully completed EED 225/325.) Field experience with a student in special education or receiving English language instruction is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED341 K-6 Methods: Art 1 Semester Credits Examination and preparation of materials and resources for visual arts at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED342 K-6 Methods: Music 1 Semester Credits Examination and preparation of materials and resources for music at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED350 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED360 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 62 Augsburg College 2015-2016 Course Descriptions EED370 K-6 Methods: Social Studies/Thematics 2 Semester Credits Examination and preparation of materials and resources for social studies and thematic teaching at the kindergarten and elementary levels. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED380 Kindergarten Methods 2 Semester Credits Study and use of a variety of techniques and resources for teaching kindergarten. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED386 K-6 Methods: Children's Literature 2 Semester Credits This course focuses on the study of literature for children and young adolescents. It includes wide reading across the genres represented in children’s literature, to evaluate the quality of the literature read, exploring children’s response to literature, and using children’s literature in teaching and learning. Core Curriculum Component: None Prerequisite(s): None EED399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED481 Student Teaching: Elementary K-6 4 Semester Credits Full-time, supervised classroom experience. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED483 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) 63 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED485 Student Teaching: Elementary K-6 4 Semester Credits Supervised classroom experience. Required for licensure. Successful completion of student teaching occurs upon satisfactory completion of degree program and program portfolio. Meets Augsburg Experience requirement. (Prereq.: PPST and admission to department) Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); CONSENT(Consent of Instructor) EED495 Topics in Education 3 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED498 Independent Study/Research 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED524 Foundations of Literacy 3 Semester Credits An initiation into K-6 elementary literacy instruction, focusing on the fundamentals of linguistics and literacy development in children, with special attention to English language learners. This course aims in particular to develop students’ base knowledge as the prerequisite for later courses in literacy. Core Curriculum Component: None Prerequisite(s): None EED525 64 Augsburg College 2015-2016 Course Descriptions K-6 Methods: Literacy 3 Semester Credits Continued instruction in and discussion of literacy K-6 instruction, development, and assessment. This course aims to investigate research and practices involved in K-6 literacy instruction by examining the competing theories regarding literacy, the research findings that give support to these theories, and a range of practical approaches to teach literacy in an elementary setting. Students must be registered concurrently for EED 326. Core Curriculum Component: None Prerequisite(s): 1 of EED225(Foundations of Literacy), EED524(Foundations of Literacy); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EED326(EED326 concurrent enrollment) *concurrent registration is required* EED550 K-6 Methods: Mathematics 3 Semester Credits Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Field service in a mainstreamed K-6 classroom required. MAT137 recommended prior to taking this course. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) EED560 K-6 Methods: Science 3 Semester Credits Examination and preparation of materials and resources for analyzing and translating elementary science curriculum, considering different instructional strategies, models of instruction, and authentic assessment techniques. Additional focus on scientific inquiry from the perspective of a learner, teacher and scientist and translation of theoretical constructs to an elementary classroom. Field service in a P-6 classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) EED598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ENL ENL000 Writing Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL101 Developmental Writing 4 Semester Credits 65 Augsburg College 2015-2016 Course Descriptions A preparatory course for ENL 111 Effective Writing, this course is required of students identified by the English Placement Test as needing additional preparation in composition. Students receive course credit, but this course does not fulfill the graduation requirement in writing. The minimum passing grade for this course is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL111 Effective Writing 4 Semester Credits Emphasis is on exposition, including learning research techniques, and writing critical reviews. Attention is given to increasing students’ effectiveness in choosing, organizing, and developing topics; thinking critically; and revising for clarity and style. A writing lab is provided for those needing additional help. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level) ENL112 Advanced Effective Writing 4 Semester Credits Advanced Effective Writing follows the same purposes and procedures as ENL 111; placement is determined by a writing sample submitted by students upon entry to the College. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): WPL(Writing Placement Level) ENL217 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL218 English as a Second Language 4 Semester Credits Understanding spoken American English, speaking, reading college-level materials, and writing are the skills emphasized in these two courses. Testing determines placement in these courses; and testing, as well as course performance, determines whether the ELL requirement is met. Students continue in ELL until the requirement is completed but can receive credit for only two courses. Core Curriculum Component: None Prerequisite(s): None ENL220 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. 66 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL221 Intermediate Expository Writing About the Arts 4 Semester Credits A variant of English 220, this course also builds on the methods of Effective Writing, but in this version students work on content related to subjects in the world of art and literature. Particularly aimed at art, theatre arts, and film majors. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL223 Writing for Business and the Professions 4 Semester Credits This practical course is designed to improve writing skills for those entering business and professional careers. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL226 Introduction to Creative Writing 4 Semester Credits The purpose of the course is to introduce students to the process of creative writing and to various genres, emphasizing poetry and short fiction, but including journal keeping and creative prose. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL227 Journalism 4 Semester Credits An introductory newswriting course with an emphasis on writing for the print media. Students consider how to recognize news, gather and verify facts, and write those facts into a news story. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL228 Broadcast and Online Journalism 4 Semester Credits This is an introductory newswriting course with an emphasis on writing for broadcast and online media. Students use an intensive practice model to learn the basics of newsgathering, writing, and production for television, radio, and the Internet. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 67 Augsburg College 2015-2016 Course Descriptions ENL229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None ENL240 Introduction to Literary Study 4 Semester Credits This course develops students’ critical and analytical skills in reading and appreciating all kinds of literary texts and genres, including poetry, fiction, and drama. Emphasis is placed on learning fundamental terms and concepts that serve future literary inquiry and enjoyment. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL241 Introduction to Cinema Art 4 Semester Credits An investigation of the cinematic qualities, theoretical principles, and technical and aesthetic evolution of the film medium. Includes the viewing and analysis of both feature length and short films, illustrating the international development of film form and selected aesthetic movements. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL250 American Voices 4 Semester Credits American Literature is made up of many voices that are distinct from one another in any number of ways. This course foregrounds those voices that are usually identified by dint of ethnic rubrics. In each iteration, a specific ethnic literature such as Hispanic, Asian American, or Jewish literature will be emphasized. Check the departmental web page for further information or contact the instructor. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL251 Introduction to African American Literature 4 Semester Credits This course introduces students to the foundations, development, and production of modern African-American literature from its origins in the 18th century to the present. It will explore various literary genres, representative 68 Augsburg College 2015-2016 Course Descriptions authors, epochal texts, and ideological movements that have contributed to the shaping of the African American literary tradition. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL255 American Indian Literature 4 Semester Credits American Indian Literature offers a survey of contemporary American Indian writing, including non-fiction, fiction, poetry, and drama. The course explores the richness and diversity of American Indian literature, and the ways in which literature reflects and illuminates American Indian culture and traditions. The course emphasizes close readings of literature and public speaking skills through in-class presentation and small group discussion. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL260 Authors 4 Semester Credits A chance to investigate closely an author of significant influence in various cultural contexts. Course subjects may include “Shakespeare on Page, Stage, and Screen,” “Tolkien’s Life, Times, and Works,” “The Cinema of Orson Welles,” “Mark Twain in the 20th Century,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL270 Themes 4 Semester Credits This course traces a specific theme through changing historical, literary, and cultural contexts. Course subjects may include “The Heroic Journey,” “Literature and Landscape,” “Utopian Visions,” and others. Check the departmental Web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL280 Genres 4 Semester Credits Students will consider literary and cultural developments that fix generic conventions and ways authors subvert or challenge those conventions. Course subjects may include “History of Mystery Fiction,” “The Short Story,” “Sports and Literature,” “Victorian Thrillers,” “The Musical on Stage and Screen,” and others. Check the departmental Web page for the title of a given section. 69 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL290 Explorations in Language and Theory 4 Semester Credits An introductory course in applied literary or language theory. Course subjects may include “Cinema and Sexuality,” “Strategies in Reading the Novel,” “Challenging the Gaze,” “Language and Society,” and others. Check the departmental web page for the title of a given section. Core Curriculum Component: Humanities Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing) *concurrent registration is acceptable*, ENL112(Advanced Effective Writing) *concurrent registration is acceptable*, HON111(Effective Writing for Liberating Letters) *concurrent registration is acceptable*, WPL(Writing Placement Level) ENL291 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL320 Fiction One 4 Semester Credits Students draft a collection of short stories and critique others’ work in the writing workshop environment. Throughout the term, students will also read classic and contemporary short fiction, analyzing and examining the work of established writers as they learn to identify successful short fiction while creating their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL321 Fiction Two 4 Semester Credits A writing workshop in which students will revise a body of short fiction, redrafting and polishing at least four short stories of varying lengths for inclusion in a portfolio of work. Students will also be expected to create at least one new work of short fiction during this workshop term. Core Curriculum Component: None 70 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): ENL320(Fiction One) ENL322 Poetry One 4 Semester Credits Students draft a collection of poems and critique others’ work in the writing workshop environment. Students will learn to identify successful poetry as they create their own poems; they will read published poetry and listen to new and established poets reading their own work. Core Curriculum Component: None Prerequisite(s): ENL226(Introduction to Creative Writing) ENL323 Poetry Two 4 Semester Credits In this writing workshop, students write and revise a collection of poems to be produced as a chapbook. Some of the poems written during this semester will be experiments with formal verse, such as villanelles and sestinas. Core Curriculum Component: None Prerequisite(s): ENL322(Poetry One) ENL324 Creative Non-Fiction 4 Semester Credits In this writing workshop, students develop a portfolio of creative works in the “fourth genre,” which may include memoir; personal essays; flash nonfiction; researched feature stories; mixed media, hypertext, and fragmented nonfiction; and lyric essays. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing) ENL325 Playwriting I 4 Semester Credits An introductory course in writing for theatre. Students will learn the basics of dramatic structure, methods of script analysis, and techniques for the development of playscripts from idea to finished product. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) ENL326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I) ENL327 Advanced Reporting 71 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits This course introduces students to gathering, analyzing, and presenting quantitative data by using computers and other sources. The course also incorporates off-campus resources to provide students with real-world experience of how data are incorporated into print, broadcast, and online journalism. This course is designed for persons wishing to explore use of quantitative data and for those preparing to enter the communication professions. Core Curriculum Component: None Prerequisite(s): 1 of ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of CHM106(Principles of Chemistry II), CHM115(General Chemistry I), CHM116(General Chemistry II), HON220(The Scholar Scientist), MAT114(Precalculus), MAT129(Practical Applications of Math), MAT137(Mathematics for Elementary Teachers I), MAT138(Mathematics for Elementary Teachers II), MAT145(Calculus I), MAT146(Calculus II), MAT163(Introductory Statistics), MAT173(Mathematics of Finance), PHY103(Conceptual Physics), QFCOM(QF COM Transfer Course), QFENL(QF ENL Transfer Course), SCI110(Natural Science I) ENL330 Shakespeare 4 Semester Credits Study of the bard’s major plays-comedies, histories, tragedies, and romances-for their literary, dramatic, and cultural significance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL332 British Literature: Renaissance and Reformation 4 Semester Credits A survey of 14th- to 17th-century British literature, with attention to its European contexts. Begins with the Reformation of the 14th century and Canterbury Tales and ends with the Puritan Revolution and Paradise Lost. Themes include “the enchantment of evil”; the hero as lover and courtier; utopian dreams and the literature of conquest; the writer as politician; and the challenges to religious certainty in a post-Ptolemaic universe. Major writers include Marlowe, Spenser, Shakespeare, More, and Donne. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL333 British and American Literature of the 17th and 18th Centuries: Strange Shores 4 Semester Credits British and American writers of this period are surveyed, with attention to the historical, intellectual and social influences of the major literary movements on both sides of the Atlantic. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) 72 Augsburg College 2015-2016 Course Descriptions ENL334 Reason and Romanticism 4 Semester Credits This class investigates the literary texts now called Romanticism within the history and culture of late 18th- and early 19th-century Britain. The famous “big six” poets (Blake, Coleridge, Wordsworth, Byron, Shelley, Keats) will be studied in the context of poetic predecessors and influences (Burns, Cowper, Smith) and contemporary talents in other genres, including Austen, Wollstonecraft, and Scott. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL336 Age of Victoria 4 Semester Credits If America was the world’s cultural and political leader in the 20th century, Britain was the leader of the 19th century. Students will study the literature and culture of Queen Victoria’s England and her empire from the 1830s through 1914 in all four major genres of poetry, fiction, drama, and essay. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL337 The British Novel 4 Semester Credits This course traces two great structuring ideas - the love plot and the education plot - in the rise and development of the British novel in the 18th and 19th centuries. The course spans 150 years of literary history, while studying and critiquing the ways literary theorists and historians have explained and theorized British fiction. Authors surveyed include Defoe, Richardson, Austen, Trollope, Bronte, Eliot, and others. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL338 British and Commonwealth Drama 4 Semester Credits A variable survey of drama in English by British and Commonwealth playwrights, organized historically and/or thematically. Sample topics include “Mysteries and Moralities,” “London Onstage,” “The Empire Strikes Back,” and “What Is My Nation?” Readings range from the Middle Ages to the present. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), 73 Augsburg College 2015-2016 Course Descriptions ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL339 Modern British and Irish Writers 4 Semester Credits Writers of the first half of the 20th century are surveyed, with attention paid to their contribution to modernism, experimentation, and literary form. Virginia Woolf, William Butler Yeats, James Joyce, Henry Green, D.H. Lawrence, Samuel Becket, and Muriel Spark are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL350 Readings in African American Literature 4 Semester Credits This course offers a chance to look in depth at authors, themes, historical influences, and theoretical issues surrounding both classical and emerging minority literature. The course’s focus varies. A specific ethnic literature or a specific writer may be emphasized; at other times topics that cross the boundaries of minority literatures will be examined. Check the departmental web page for a given section’s emphasis. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL351 19th Century American Literature 4 Semester Credits Covers the intellectual and social environment that affected the writers of the period. Many different genres - slave narratives, romances, tall tales, epic poetry - are considered. Douglass, Jacobs, Thoreau, Melville, Hawthorne, Twain, Emerson, Dickinson, James, and Wharton are among the authors surveyed. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL352 American Literature from 1900 to 1945 4 Semester Credits Naturalism, the rise of modernism, the development of social protest literature, significant movements such as the Harlem Renaissance, and other major developments of the period are charted. Cather, Dreiser, Elliot, Fitzgerald, Faulkner, Hemingway, Hughes, and Hurston are among the writers considered. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), 74 Augsburg College 2015-2016 Course Descriptions ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL353 American Literature from 1945 4 Semester Credits Writers surveyed include O’Connor, Bellow, Baraka, Baldwin, Ellison, Erdrich, Roth, Pynchon, Oates, Kingston, Mailer, Williams, Wideman, Morrison, as well as contemporary fiction writers represented by the Best American Short Stories anthologies. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL354 Contemporary American Poetry 4 Semester Credits A survey of the work of poets who have come into prominence since mid-20th century as represented in the anthology Contemporary American Poetry. Attention will be given to younger and/or less prominent poets represented in the Best American Poetry series. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL355 Themes in American Indian Literature 4 Semester Credits The course is structured around a number of writers working within a particular theme such as Native Voices of Minnesota, Voices from the Southwest, Poetics and Politics of Native Writing, Women and Power in Native Literature, Urban-Reservation: Homing, and American Indian film-literature adaptation. Students focus on primary texts, comparing and contrasting theme, voice, aesthetic, or cultural emphasis as it shifts or arises across the group of texts. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL358 Readings in American Drama 4 Semester Credits A variable survey of American drama from the early 20th century to the present, organized historically and/or thematically. Sample topics include "American Families", "Blacks and Whites", and "Sex and Self on the American Stage". Readings range from O’Neill and Treadwell to Shanley and Parks. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), 75 Augsburg College 2015-2016 Course Descriptions ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL360 The Classical Tradition 4 Semester Credits A study of the major works of Greek and Roman literature, including Homer, Aeschylus, Sophocles, Virgil, through Dante. Works are studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL361 The Medieval World 4 Semester Credits A survey of medieval literature from the collapse of the Roman Empire to the 14th century, this course emphasizes themes of cultural collision and synthesis: pagans - both classical and “barbarian” - and Christians; Islam and Christendom. Attention is paid to heroic traditions (myth, epic, saga, romance, hagiography); the literature of courtly and profane love; and visions of heaven and hell. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL362 Renaissance to Modern Literature 4 Semester Credits Study of masterpieces of literature, chiefly European, from the Renaissance to the modern period, including such authors as Moliere, Cervantes, Rabelais, Voltaire, and Ibsen. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL365 Contemporary Post Colonial Fiction 4 Semester Credits This examination of contemporary world fiction includes work by authors from Latin America, Africa, Asia, and the Middle East, and fiction written by indigenous authors worldwide. The course explores novels in relation to language, culture, and gender in an age of globalization and fragmented nationalisms, considering fictions in their literary, cultural, and social contexts. Cross-listed with Women’s Studies. Core Curriculum Component: None 76 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL367 Women and Fiction 4 Semester Credits The course studies novels and short stories by women across cultures. Emphasis on the conditions that have affected women’s writing (including race and class), the reflection of women’s unique experience in their writing, and the ways in which women writers have contributed to and modified the Western literary heritage. This course is cross-listed with Women’s Studies. Core Curriculum Component: None Prerequisite(s): 1 of ENG245(Introduction to Literature), ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL368 Readings in World Dramas 4 Semester Credits A variable survey of drama in translation from around the world, organized historically and/or thematically. Sample topics include “Classical Theaters,” “Spanish and Latin American Drama from the Renaissance to the Present,” “Social Issues in Contemporary World Drama.” Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL251(Introduction to African American Literature), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory), THR250(Script Analysis: Foundations of Theater) ENL371 History of Cinema 4 Semester Credits A chronological survey of the development of cinema from the inception of the moving image in the late 19th century through the emergence of film as one of the most important popular art forms of the 20th century. Emphasis will be placed on important international cinematic artistic movements, such as Italian neorealism and the French New Wave, on cultural contexts that influenced the reception of film art, and on technological advancements that altered the medium and influenced both narrative and documentary filmmakers. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL380 Introduction to the English Language 4 Semester Credits 77 Augsburg College 2015-2016 Course Descriptions A structural and historical overview of theoretical and social issues concerning the English language, including theories of language acquisition. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL385 Language and Power 4 Semester Credits Students will consider both spoken and written examples of language as a means of establishing, maintaining, or revoking power. They will also pay attention to gender differences in the use of language and analyze ways in which speakers and writers can both create and revise reality via the language they use. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL391 Thailand: Teaching ESL 4 Semester Credits In this course, offered alternate years, students will spend approximately three weeks in May in Thailand. During this time, students will visit temples and sites in Bangkok, Chiangmai, and Prachuab Kirikhan. They will learn about Thai Buddhism, government, traditional customs, and culture. Students will also spend several days teaching English to Thai students in a Thai secondary school. Core Curriculum Component: Humanities Prerequisite(s): None ENL394 Composition Theory and Practice 4 Semester Credits Students will examine composition as a relatively new field of study, one in which research in such areas as cognition, language acquisition, gender differences in language, and code switching are relevant. Using both spoken and written language, students will apply various theoretical positions to the language they and others use to communicate in a range of linguistic tasks. Recommended for licensure and potential graduate students. Core Curriculum Component: None Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL240(Introduction to Literary Study), ENL241(Introduction to Cinema Art), ENL250(American Voices), ENL255(American Indian Literature), ENL260(Authors), ENL270(Themes), ENL280(Genres), ENL290(Explorations in Language and Theory) ENL396 Internship in Teaching Writing 4 Semester Credits This course is required for all Communication Arts/Literature licensure students. It is normally taken with students enrolled in English 101, Developmental Writing. Interns prepare class presentations, assess student writing, and learn methods useful in teaching composition. 78 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ENL397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ENL410 Advanced Studies in Literature 4 Semester Credits Potential course subjects include “The Beats,” “American Indian Writers Speak,” “The Unteachable Novel,” “Studies in the American Romance,” “Black and White and Red All Over: Film Noir, Communism, and Race,” and others. Check the departmental web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL420 Advanced Studies in Writing 4 Semester Credits The writing keystone is a final, summative seminar emphasizing collaboration, professional standards, and the creation of a publishable or performable completed product. The topic changes; check the departmental Web page. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL320(Fiction One), ENL321(Fiction Two), ENL322(Poetry One), ENL323(Poetry Two), ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting), THR325(Playwriting I) ENL427 Advanced Studies in Media , Ethics, and Theory 4 Semester Credits This course acquaints students with the concepts and functions of the news media in global society, exploring the interaction of ethical and legal principles of American journalism and considering the role of the news media in 79 Augsburg College 2015-2016 Course Descriptions historical, economic, and technological contexts. The course will analyze situations that have arisen in the past and situations that arise now in a digitized information world. Students will study the special position given the media in the United States and will consider First Amendment protections and the media’s responsibilities to inform the public in a free and democratic society. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL220(Intermediate Expository Writing), ENL221(Intermediate Expository Writing About the Arts), ENL226(Introduction to Creative Writing), ENL227(Journalism), ENL228(Broadcast and Online Journalism); 1 of ENL324(Creative Non-Fiction), ENL325(Playwriting I), ENL327(Advanced Reporting), ENL328(Screenwriting) ENL430 Advanced Studies in Theory and Method 4 Semester Credits Through a focus on particular issues and problems in literary studies, this course engages students in a variety of past and current critical theories. Possible course topics include “Is There a Gay Literature?” “Realism Reconsidered,” “Cognition, Meaning and Interpretation,” “Eco-criticism and the Nature of Reading,” “Readings in Theory,” and others. Check the departmental Web page for the subject of a specific term, and get a complete course description in the English Department. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL333(British and American Literature of the 17th and 18th Centuries: Strange Shores), ENL334(Reason and Romanticism), ENL336(Age of Victoria), ENL337(The British Novel), ENL338(British and Commonwealth Drama), ENL339(Modern British and Irish Writers), ENL350(Readings in African American Literature), ENL351(19th Century American Literature), ENL352(American Literature from 1900 to 1945), ENL353(American Literature from 1945), ENL354(Contemporary American Poetry), ENL355(Themes in American Indian Literature), ENL358(Readings in American Drama), ENL360(The Classical Tradition), ENL361(The Medieval World), ENL362(Renaissance to Modern Literature), ENL365(Contemporary Post Colonial Fiction), ENL367(Women and Fiction), ENL368(Readings in World Dramas), ENL371(History of Cinema), ENL380(Introduction to the English Language), ENL385(Language and Power), ENL390(Media Ethics and Theory), ENL394(Composition Theory and Practice) ENL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENL499 Independent Study 4 Semester Credits Honors studies must be directed by a professor chosen by the student and approved by the department. Independent study projects not designated for honors must be approved by the Chair of the department. Core Curriculum Component: None Prerequisite(s): None ENL510 Residency in Creative Writing I 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with 80 Augsburg College 2015-2016 Course Descriptions mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL511 Mentorship I 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL512 Critical and Creative Reading I 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL513 Mentorship II 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL514 Critical and Creative Reading II 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL520 Residency in Creative Writing II 81 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. Core Curriculum Component: None Prerequisite(s): None ENL521 Mentorship III 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL522 Critical and Creative Reading III 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None Prerequisite(s): None ENL523 Mentorship IV 4 Semester Credits Studio experience. One-on-one creative work with a faculty mentor who guides the student’s production of work and study of craft. Mentor provides written and oral commentary on creative work submitted throughout the term by the student, in a virtual studio environment using electronic classroom and other communication tools. Creative analysis of canonical and contemporary readings in the field also required. Core Curriculum Component: None Prerequisite(s): None ENL524 Critical and Creative Reading IV 4 Semester Credits Reading as writers: Study of canonical and contemporary literary works, screenplays, and dramatic works as well as texts on the creative process, keeping in mind that MFA candidates must become expert readers as they become expert writers. Close attention to techniques chosen by writers, impact of those choices on work, and development of awareness of student’s own writing process. Core Curriculum Component: None 82 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None ENL525 Teaching Writing: Practice and Theory 4 Semester Credits This course covers the practical and theoretical study of expository and creative writing pedagogies. MFA students work with accomplished faculty on curriculum and syllabi development, generation and revision of writing, workshop techniques, evaluation, and new media. During the term, students gain experience by completing an internship in the teaching of writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL526 Literary Translation Practicum 4 Semester Credits A semester-long practicum in the theory and practice of literary translation, culminating in the student's translation of a major literary work. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL527 Publishing I 4 Semester Credits The first of a two-semester practicum in the art, craft, and business of book publishing, Publishing I (ENL 527) features three areas of study: book-publishing overview, acquisitions, and editing. Core Curriculum Component: None Prerequisite(s): 1 of ENL510(Residency in Creative Writing I), ENL520(Residency in Creative Writing II), ENL530(Residency in Creative Writing III) ENL528 Publishing II 4 Semester Credits The second of a two-semester practicum in the art, craft, and business of book publishing, Publishing II (ENL 528) focuses on four areas: book design, production, marketing, and distribution. Core Curriculum Component: None Prerequisite(s): ENL527(Publishing I) ENL530 Residency in Creative Writing III 4 Semester Credits A ten-day intensive community experience in which writing students participate in genre workshops; seminars on fiction, nonfiction, poetry, screenwriting and playwriting; readings, screenings and stagings; lectures and discussions on academic writing, literary studies, translation and adaptation, pedagogical strategies and publishing. Meetings with mentors, introduction to online course delivery systems and sessions on the writing life and the business of writing included. Three residencies required (ENL 510, ENL 520, ENL 530) with varying focus depending on the candidate’s status as an entering, second year or graduating student. 83 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None ENV ENV100 Environmental Connections 4 Semester Credits An interdisciplinary introduction to current environmental issues. The course depends on ecological visions of the world and examines the connections we share as people living simultaneously in human community and in physical environments. In examining these connections, we depend on the insights offered by political science, biology, economics, literature, sociology, chemistry, and history as well as experiential education and service-learning. The issues examined in this class — neither remote nor abstract — exist in our everyday lives, and a central feature of the course is the application of knowledge gained in the class to a campus project. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None ENV120 Environmental Science 4 Semester Credits An introduction to the systematic study of the environment from physical, biological, chemical, and quantitative perspectives. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) ENV120L Environmental Science Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): ENV120(Environmental Science) *concurrent registration is required* ENV310 Environmental Politics Field Seminar 4 Semester Credits This course will provide students with the opportunity to explore first-hand the environmental politics in the United States or various other locations depending on the offering. Students will apply concepts learned in earlier environmental studies courses and engage in field research on a topic of their choice, as a step toward their keystone research project for the major. Locations include the Mississippi River, Central America, and Tanzania, depending on the term. Core Curriculum Component: None Prerequisite(s): 1 of ENV100(Environmental Connections), POL241(Environmental and River Politics) ENV397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV399 84 Augsburg College 2015-2016 Course Descriptions Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ENV490 Environmental Studies Independent Project 4 Semester Credits An independently-designed project (approved by the program director and a committee of three environmental studies faculty representing at least two academic divisions) that displays a student’s ability to synthesize interdisciplinary approaches, demonstrate higher-level learning, and examine vocational issues through the study of an environmental problem. Vocational questions will also be formally explored. Core Curriculum Component: Keystone Prerequisite(s): 1 of CHM106(Principles of Chemistry II), CHM116(General Chemistry II); BIO152(Evolution, Ecology and Diversity), ENV100(Environmental Connections), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): ENV100(Environmental Connections), ENV120(Environmental Science), ENV399(Internship), HIS316(U.S. Urban Environmental History), SWK210(Environmental Justice and Social Change) ENV499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE ESE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE220 Introduction to Human Geography 3 Semester Credits This course is designed as an introduction to the principal concepts, approaches, and perspectives of the study of geography through the examination of world geographic patterns and processes. Major topics include population distribution; cultural characteristics and cultural landscapes; political integration and disintegration; economic land use; settlements and urbanization. This course will meet the Minnesota Standards of Effective Practice in Geography for middle school and high school social studies license. 85 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None ESE298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None ESE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE300 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE310 5-12 Methods: Social Studies 3 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE311 Middle School Methods: Social Studies 2 Semester Credits Introduction to the teaching of the social sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in social studies is taught as ESE 311 Middle School Methods: Social Studies. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE325 Creating Learning Environments 3 Semester Credits 86 Augsburg College 2015-2016 Course Descriptions An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE330 5-12 Methods: Mathematics 3 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE331 Middle School Methods: Mathematics 2 Semester Credits Introduction to the teaching of mathematics in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in mathematics taught concurrently as ESE 331 Middle School Methods: Mathematics. Field service in a middle school classroom required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE340 5-12 Methods: Natural Science 3 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE341 Middle School Methods: Natural Science 2 Semester Credits Introduction to the teaching of the natural sciences in middle and high schools. Emphasis on instructional strategies and curriculum development. Middle school portion required in science taught concurrently as ESE 341 Middle School Methods: Science. Field service in a middle school classroom required. 87 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE350 5-12 Methods: Literature and Reading 3 Semester Credits Introduction to the teaching of literature and reading in the middle and high schools. Emphasis on instructional strategies and curriculum development. Also required for elementary concentration in communication arts/literature. Fieldwork experience required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE351 5-12 Methods: Speaking and Listening 2 Semester Credits Introduction to the teaching of speaking and listening in middle and high schools. Emphasis on instructional strategies and curriculum development. Required for communication arts/literature license. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE360 K-12 Methods: Visual Arts 3 Semester Credits Introduction to the teaching of visual arts in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE370 K-12 Methods: Music 3 Semester Credits Introduction to the teaching of music in the schools. Emphasis on instructional strategies and curriculum development. Fieldwork experience required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE396 Internship * 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission), TPL001(Education Admit) ESE399 88 Augsburg College 2015-2016 Course Descriptions Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE481 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE483 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE485 Student Teaching: Secondary 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); CONSENT(Consent of Instructor) ESE498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) 89 Augsburg College 2015-2016 Course Descriptions ESE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESE500 Reading/Writing in the Content Area 3 Semester Credits The study and use of a variety of middle school and secondary techniques and resources to teach reading and writing through the content areas. Field experience required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESE525 Creating Learning Environments 3 Semester Credits An introduction to assessment, lesson planning, and classroom organization based in the Minnesota Graduation Rule, state testing, and national standards. Emphasis will be placed on creating environments conducive to learning. Fieldwork experience required. Note: Students seeking 5-12 Health and K-12 PE licenses do not need to take this course. One of the main aims of this course will be to continue the process of thinking, talking and writing effectively about questions and matters of education. This will be informed by class readings, field work and observations, personal experiences and class discussion. It is a goal of the course that students leave more informed about different modes of thinking and learning and, by extension, different modes of teaching and how to effectively relate these forms of cognition both verbally as well as in the written word. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) ESL ESL310 Second Language Acquisition 2 Semester Credits This course provides examines the process of acquiring an additional language. Multiple theories of second language acquisition, the differences between first and second language acquisition, and recent work in neurolinguistics will be examined. The class is designed for people who plan to teach, thus attention will be paid to the implications of research for language instruction. Core Curriculum Component: None Prerequisite(s): None ESL320 Introduction to Linguistics 2 Semester Credits This course addresses three central goals of language study: 1.) Understanding “grammar” as a human capacity that allows us to learn, use, and understand language; 2.) Understanding the structure of language and the components of language study; and 3.) Describing features of the English language: its sound system, its word formation processes, its sentence structures, and its rules for meaning 90 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None ESL330 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); ESL310(Second Language Acquisition), ESL320(Introduction to Linguistics) ESL340 ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): ESL310(Second Language Acquisition) ESL410 ESL Testing and Evaluation 2 Semester Credits This course provides an overview of procedures and instruments used in identifying and assessing English learners. State and national policies regarding ELL assessment will be covered. Current uses of standardized language proficiency tests and academic content tests will be discussed. The course also examines classroom and authentic assessment and seeks to build teacher skill in these areas. Core Curriculum Component: None Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy) ESL420 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): 1 of ESL330(History and Structure of the English Language), ESL510(History and Structure of the English Language); 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition), ESL410(ESL Testing and Evaluation) ESL481 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None 91 Augsburg College 2015-2016 Course Descriptions ESL483 Student Teaching: Elementary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL485 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL487 Student Teaching: Secondary 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None ESL489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); EDADMIT(Education Department Admission) ESL490 Language, Culture, and Schools 3 Semester Credits This course explores the way relationships among language, culture, schools and society impacts the school experience and language minority students. The course connects concepts from sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: Keystone Prerequisite(s): 1 of ESL340(ESL Literacy), ESL520(ESL Literacy); ESL310(Second Language Acquisition) ESL510 History and Structure of the English Language 3 Semester Credits This course provides a thorough study of English grammar. Intended for future ESL teachers, the course focuses on developing students’ ability to describe language and effectively teach language structures. The history and development of the English language and the phenomenon of language change will also be covered. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) ESL520 92 Augsburg College 2015-2016 Course Descriptions ESL Literacy 3 Semester Credits By focusing both on theory and practical skills, future ESL teachers will learn methods and strategies for planning and implementing literacy instruction for English Language Learners. The interaction of language learning and literacy, first language literary, biliteracy, and literacy assessment will all be explored. This course includes a 20-hour field placement. Core Curriculum Component: None Prerequisite(s): None ESL530 Language, Culture, and Schools 3 Semester Credits This course explores the relationships between language, culture, schools and society and the way that these relationships impact the school experience of language minority students. The course provides an introduction to the study of sociolinguistics and examines how educators can best create school environments that serve the needs of their English learners. Core Curriculum Component: None Prerequisite(s): None ESL540 ESL Methods 3 Semester Credits This course provides an overview of English as a second language teaching methods and materials, focusing on preparing students to design and teach standards-based ESL lessons and curriculum units. The basic principles underlying ESL pedagogy and techniques for teaching students at different levels will be examined. Includes a 20-hour field experience. Core Curriculum Component: None Prerequisite(s): None ESL599 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None FAR FAR111 Beginning Farsi I 4 Semester Credits An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FAR112 Beginning Farsi II 4 Semester Credits 93 Augsburg College 2015-2016 Course Descriptions An introductory sequence in Basic Modern Persian (Farsi). Aims to develop communicative skills in understanding, speaking, translating into English, and reading phonetic transcriptions, while exploring the culture of Iran and other Farsi-speaking countries such as Afghanistan and Tadjikstan. Core Curriculum Component: Modern Language 2 Prerequisite(s): FAR111(Beginning Farsi I) FAR295 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): FAR112(Beginning Farsi II) FIA FIA206 Sights and Sounds of Europe 4 Semester Credits FIA 206 Sights and Sounds of Europe Visit key cultural and historical sites and attend musical performances in European cities to learn to see and listen deeply. Respond to these experiences through sketching, and art and music appreciation. Core Curriculum Component: Fine Arts Prerequisite(s): None FIN FIN240 Personal Finance 4 Semester Credits Introduction to personal financial planning and budgeting, credit management, income taxes, insurance, real estate, investments, retirement, and estate planning. Core Curriculum Component: None Prerequisite(s): None FIN331 Financial Management 4 Semester Credits This course includes financial statement analysis, risk and return, security valuation, capital budgeting, capital structure, and working capital management. Core Curriculum Component: None Prerequisite(s): 1 of ECO112(Principles of Macroeconomics), ECO113(Principles of Microeconomics); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); ACC221(Introduction to Financial Accounting) FIN399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FIN433 Financial Theory: Policy and Practice 94 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits This course includes readings and case discussions on markets, financial strategy, capital structure and payout policies, raising capital, risk management, corporate restructuring, and corporate governance. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FIN438 Investment Theory 4 Semester Credits This is an introduction to investment decision-making and portfolio management-theory and practice. Other topics include valuation principles and practices, risk and return analysis, and derivatives. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) FIN460 International Finance 4 Semester Credits This course develops tools for practicing multinational financial management including: currency exchange rates, risk, forecasting, spot and forward rates, hedging, international monetary and trade flows as represented in the accounting and macroeconomic identities for current account and trade deficits. This course extends the framework of financial management to include international transactions as well as ethical considerations. Core Curriculum Component: None Prerequisite(s): 1 of BUS331(Financial Management), FIN331(Financial Management) FLM FLM124 Monster Movies 4 Semester Credits Monster Movies is a survey course that explores the history and impact that imaginary and wicked persons, animals, or things in film have had on our culture. Utilizing portions of historically significant monster movies, students will analyze the construction of these cinematic creatures and investigate why audiences enjoy being frightened. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM180 Film Sight and Sound 4 Semester Credits This is a beginning-level production course that explores the language of film by way of its aesthetic roots, technological history, and the vocabulary associated with visual story telling. Students will analyze scenes at the shot-by-shot level while learning the creative potential of the moving image. Students then incorporate these lessons into their own work. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM216 Film Production I 95 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits This is an introductory film production course that explores the short narrative story form. Students will write, shoot, and edit four 16mm silent black & white films. This course explores the collaborative nature, technical requirements, and creative demands of telling stories through film. Core Curriculum Component: None Prerequisite(s): FLM180(Film Sight and Sound) FLM229 Screenwriting 4 Semester Credits An introductory course in writing for film, this course will take students from story outline to the creation of a screenplay draft. In addition to writing their own scripts, students will review feature films and analyze work written by each member of the class, giving detailed critical analysis and engaging in discussion of aesthetics, craft, and form. Core Curriculum Component: None Prerequisite(s): None FLM230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None FLM240 Animation 4 Semester Credits This course provides a foundation in the basic principles and techniques of animation. Students will consider the practice, theory, and cultural function of animation in film, television and new media as they create several animated shorts. Emphasis is placed on creating animations using motion picture software and new media tools. Core Curriculum Component: None Prerequisite(s): None FLM260 Documentary Production I 4 Semester Credits This is an introductory video production course that explores documentary’s nonfiction art form. Through a series of four video projects, students learn the elements and structure of stories that observe the world through a lens. Emphasis will be placed on research and story development, as well as learning through collaboration during production. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM180(Film Sight and Sound) FLM295 Film Topics 4 Semester Credits Core Curriculum Component: None 96 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None FLM312 Film Production II 4 Semester Credits This intermediate 16mm production course builds on the lessons and skills learned in FLM 216, with the addition of negative color photography and synchronized sound. Each student creates three narrative film projects with a collaborative team where they experience the tasks of writing, directing, shooting, and editing. Core Curriculum Component: None Prerequisite(s): FLM216(Film Production I) FLM348 Intermediate Video Production 4 Semester Credits This course explores the potential of digital cinema. Building on the lessons learned in COM 247, emphasis will be placed on the visual aesthetic of the digital image while exploring the craft of storytelling. Each student will produce projects in each of film’s three main genres: narrative, documentary, and experimental. Core Curriculum Component: None Prerequisite(s): FLM260(Documentary Production I) FLM390 Documentary Film: Location Keystone 4 Semester Credits This is a short-term study abroad seminar designed to fulfill the Augcore Keystone requirement. Any Film Studies, Communication Studies, American Indian Studies, and English students with good standing may enroll in the 390 course. Core Curriculum Component: None Prerequisite(s): COM247(Documentary History and Theory), FLM216(Film Production I) FLM397 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FLM420 Issues in Contemporary Cinema 4 Semester Credits This course will examine cultural, artistic, commercial, and theoretical concerns that occur in world cinema today. Our purpose is to help students both contextualize the cinema they see in appropriate and insightful ways, and to provide a sophisticated critical apparatus to help them read films as texts and to interpret the cinema’s larger societal value and impact. Core Curriculum Component: None 97 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of COM247(Documentary History and Theory), ENL371(History of Cinema) FLM490 Film Studies Keystone: Critical Conversations about Film and Vocation 4 Semester Credits FLM 490 is a keystone course required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. This final production seminar emphasizes the creation of both a team-produced long-form video and individual vocational portfolios required for the transition to professional life. Core Curriculum Component: Keystone Prerequisite(s): FLM216(Film Production I), FLM260(Documentary Production I), FLM420(Issues in Contemporary Cinema) FLM495 Topics 4 Semester Credits Selected topics in film with emphasis on professional standards at every step of the finished project. Core Curriculum Component: None Prerequisite(s): None FLM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE FRE111 Beginning French I 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 1 Prerequisite(s): None FRE112 Beginning French II 4 Semester Credits Aims to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE111(Beginning French I), FRELANG(French Language Placement) FRE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 98 Augsburg College 2015-2016 Course Descriptions FRE211 Intermediate French I 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE112(Beginning French II), FRELANG(French Language Placement) FRE212 Intermediate French II 4 Semester Credits Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of FRE211(Intermediate French I), FRELANG(French Language Placement) FRE295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE311 French Conversation and Composition 4 Semester Credits Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. A prerequisite to other upper division courses. Core Curriculum Component: None Prerequisite(s): 1 of FRE212(Intermediate French II), FRELANG(French Language Placement) FRE331 French Civilization: Historical Perspective 4 Semester Credits A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social, and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE332 French Civilization Today 99 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Topics in 20th-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contributions to the contemporary scene. Readings, reports, extensive use of audio-visual materials, and periodicals. In French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE351 Survey of French Literature I 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE353 Survey of French Literature II 4 Semester Credits The study of major French authors and literary movements in France through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. Core Curriculum Component: Humanities Prerequisite(s): FRE311(French Conversation and Composition) FRE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None FRE411 Advanced French Conversation and Composition 4 Semester Credits By means of reading, speaking, and writing on topics of intellectual, social, or political interest, the student acquires extensive training in key modalities at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); FRE311(French Conversation and Composition) FRE495 Special Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None FRE499 Independent Study 100 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER GER111 Beginning German I 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 1 Prerequisite(s): None GER112 Beginning German II 4 Semester Credits Aims at developing basic skills. Classroom practice in speaking, understanding, and reading and writing basic German. Goals: ability to read extended narratives in simple German, insights into German culture, and participation in short conversations. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER111(Beginning German I), GERLANG(German Language Placement) GER199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER211 Intermediate German I 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER112(Beginning German II), GERLANG(German Language Placement) GER212 Intermediate German II 4 Semester Credits Aims at developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of GER211(Intermediate German I), GERLANG(German Language Placement) GER295 101 Augsburg College 2015-2016 Course Descriptions Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER311 German Conversation and Composition 4 Semester Credits Aims at developing facility in the use of grammatical structures, vocabulary, and idiomatic expressions most common in colloquial German. Intensive practice in speaking is supplemented with exercises in written composition. Core Curriculum Component: None Prerequisite(s): 1 of GER212(Intermediate German II), GERLANG(German Language Placement) GER331 German Civilization and Culture I 4 Semester Credits Follows the cultural and social development of the German-speaking peoples from the prehistorical Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1648). In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER332 German Civilization and Culture II 4 Semester Credits Survey of cultural currents that have shaped Germany, Austria, and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic, and scientific history of the German-speaking peoples. In German. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER351 Survey of German Literature I 4 Semester Credits The prose, epic, and poetry readings in this course chronicle the German experience from Charlemagne to Napoleon; from Luther to Kant; from Hildegard of Bingen to Goethe, Schiller, and the Romantics; and offer a way to relive the Renaissance, the Reformation, and the Enlightenment. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER354 Survey of German Literature II 4 Semester Credits 102 Augsburg College 2015-2016 Course Descriptions The literary, cultural, and scientific background of the new millennium has many German-speaking roots in the works of figures like Marx, Freud, Nietzsche, Einstein, Kafka, Rilke, Hesse, and Brecht. Selected readings of prose, poetry, and plays bring alive the drama and conflicts that characterized the birth of the modern age. Core Curriculum Component: Humanities Prerequisite(s): GER311(German Conversation and Composition) GER399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GER411 Advanced German Conversation and Composition 4 Semester Credits Aims at developing and refining the student’s use of German as a vehicle for expressing ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German as classroom language. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); GER311(German Conversation and Composition) GER495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GER499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GRADUATION Graduation Workshop 0 Semester Credits Graduation applicants are registered for this course. It is used to track and commumnicate with graduates. Core Curriculum Component: None Prerequisite(s): None GRK GRK113 Beginning New Testament Greek I 4 Semester Credits 103 Augsburg College 2015-2016 Course Descriptions The first course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): None GRK114 Beginning New Testament Greek II 4 Semester Credits The second course in a two-semester sequence of New Testament Greek. Students will be introduced to the syntax, grammar, and vocabulary of New Testament Greek with the goal of reading proficiency. Core Curriculum Component: None Prerequisite(s): GRK113(Beginning New Testament Greek I) GST GST009 Augsburg Experience Internship 0 Semester Credits A transcript notation is given for the academic learning inherent in an approved not-for-credit/internship/work experience. Reflection activities and work-learning evaluations are conducted by the Center for Service, Work, and Learning. With approval, a non-credit/internship completed by juniors or seniors will fulfill the Augsburg Experience graduation requirement. Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST100 Critical Thinking 4 Semester Credits Designed to develop critical thinking skills, this course strengthens the ability of students to comprehend, analyze, synthesize, and evaluate ideas and arguments. New students with fewer than 28 semester credits in transfer are placed into GST 100 based on their past academic record. Students must pass GST 100 with a minimum grade of 2.0 or better. Students waived from this course may take this class only with permission of the instructor. Core Curriculum Component: None Prerequisite(s): None GST108 AVID Elective 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST140 Integrated Studies 4 Semester Credits This course is designed to help students improve the skills important to academic success. Study strategies (critical thinking, motivation, time management, textbook reading, note-taking) are embedded into content-rich subject matter to optimize learning. Emphasis is placed on combining leaning/study skills with the content to enhance application to other courses and contexts. This course may not be taken by students who have completed 28 credits. 104 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None GST195 Topics 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST200 Quantitative Reasoning/Statistical Literacy 4 Semester Credits This course focuses on critical thinking about statistics and its use as evidence in arguments, with an emphasis on interpretation, evaluation, communication, and analysis of statistically-based arguments. Topics include association, causation, observational studies, experiments, risk, confounding, bias and chance. Common techniques involving statistical opportunism, conditional reasoning using English to describe and compare rates and percentages presented in tables and graphs, and the use of standardization to take into account the influence of confounders are reviewed. Emphasis is on interpretation, evaluation, communication, and analysis of statistically-based arguments. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) GST295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None GST309 Augsburg Experience Work Connections Semimar 0 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None GST458 Mayo Innovation Scholars Program 2 Semester Credits Students in this course evaluate the potential market and applications for a new medical device under development at the Mayo Clinic and present their findings and recommendations to Mayo's Ventures Department in Rochester, Minnesota. This course is intended for students accepted into the Mayo Innovation Scholars Program. The program runs from October to March; students may register in either fall or spring semester. Applications are due in September/October. Contact the Biology or Economics departments for details. Core Curriculum Component: None Prerequisite(s): CONSENT(Application to program required) HIS HIS101 The Beginning of Western Culture 4 Semester Credits 105 Augsburg College 2015-2016 Course Descriptions An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the Middle Ages of Europe into the 13th century. Core Curriculum Component: Humanities Prerequisite(s): None HIS102 The Shaping of Western Civilization 4 Semester Credits A consideration of European institutions and values from the waning of the Middle Ages through the remodeling of Europe by Napoleon. Core Curriculum Component: Humanities Prerequisite(s): None HIS103 The Modern World 4 Semester Credits A study of the main currents in Western civilization from the time of Napoleon to the present. Core Curriculum Component: Humanities Prerequisite(s): None HIS104 The Modern Non Western World 4 Semester Credits An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. Core Curriculum Component: Humanities Prerequisite(s): None HIS120 America to 1815 4 Semester Credits A survey of the relations between Native, European, and African peoples from first contacts to the War of 1812, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the colonial and early national period. Themes include the legacies of massive ecological and demographic change, the colonial competition for North America, Indian-white conflict and collusion, the enslavement of African Americans, the creation of the United States, and internal as well as foreign conflicts in that nation’s early years. Core Curriculum Component: Humanities Prerequisite(s): None HIS121 19th-Century United States 4 Semester Credits A survey of United States history from 1815-1900, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the years in which the United States came to prominence despite internal dissent and violence. Themes include the emergence of a national identity, political system, and economy, slavery, expansion, and empire-building, regional differences, the Civil War and its aftermath, and industrialization. Core Curriculum Component: Humanities 106 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None HIS122 20th-Century United States 4 Semester Credits A survey of United States history from 1900 to the present, drawing on social, cultural, and environmental history as well as political and economic history. The course will move topically as well as chronologically through the modern era. Themes include industrialization and urbanization, the significance of gender, race, and ethnicity in American culture, the growth of a strong federal government, the emergence of the United States as a world power, the creation of a consumer society, the rise of identity politics, and the passing of American hegemony. Core Curriculum Component: Humanities Prerequisite(s): None HIS140 Topics in World History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS150 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: Humanities Prerequisite(s): None HIS155 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS162 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Core Curriculum Component: Humanities Prerequisite(s): None HIS195 107 Augsburg College 2015-2016 Course Descriptions Topics in History 4 Semester Credits An introduction to selected historical topics not regularly offered in lower division classes. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: Humanities Prerequisite(s): None HIS199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HIS225 History of the Twin Cities 4 Semester Credits The Minneapolis and St. Paul area serves as a case study for the themes of frontier urbanization, industrialization, and economic change; transportation, immigration, and ethnicity; and urban politics and reform. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS234 Minnesota History 4 Semester Credits This course examines the racial, ethnic, political, and economic history of Minnesota, from the earliest inhabitants (Ojibwe and Dakota), through the period of British and French exploration, and to the development of statehood. Core Curriculum Component: Humanities Prerequisite(s): None HIS236 American Indian History 4 Semester Credits A study of the native people of North America from the pre-Columbian period through European exploration and settlement to the present, emphasizing American Indian contributions to world culture, tribal structure, and intergovernmental relations. Core Curriculum Component: None Prerequisite(s): None HIS241 Topics in African American History 4 Semester Credits Selected topics in African American history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS242 History of African American Civil Rights, 1619-1915 108 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits A survey of the development of African American civil rights focusing on legal, economic, and political issues influenced by race and class, emphasizing emancipation and integration of slaves and former slaves. Core Curriculum Component: Humanities Prerequisite(s): None HIS243 History of African American Civil Rights, 1915-1972 4 Semester Credits A continuation of HIS 242 with special emphasis on the contributions of W.E.B. DuBois, Marcus Garvey, A. Philip Randall, Charles Houston, Thurgood Marshall, and Martin Luther King, Jr. Core Curriculum Component: Humanities Prerequisite(s): None HIS249 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: Engaging Minneapolis, Humanities Prerequisite(s): None HIS280 The History Workshop 4 Semester Credits This course introduces history majors and minors to the historian’s craft. Students will examine the development of the discipline of history, the methods of analysis used by professional historians today, and the varieties of applications for history in professional careers and public life. Students will also gain and sharpen the research and writing skills critical to their success in upper-level history courses. Guest speakers and off-campus site visits will enhance course content. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS282 The History of Women Since 1848 4 Semester Credits This course examines in comparative perspective women’s changing political, economic, social, and sexual status since the 19th century, with attention given to social, racial, and ethnic, and sexual differences among women. Core Curriculum Component: Humanities Prerequisite(s): None HIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 109 Augsburg College 2015-2016 Course Descriptions HIS300 Public History 4 Semester Credits Public history is the practice of historical methods with non-academic audience in mind. This survey explores the components of public history, many of its venues, and pressing issues in the field through examination of a range of topics (including, but not limited to): local history, historical memory, archives, exhibits, oral histories, documentaries, publishing, museums, historic sites, and historic preservation. Core Curriculum Component: None Prerequisite(s): None HIS311 Topics in Women's History 4 Semester Credits Exploration of selected topics in women’s history not regularly examined in other departmental offerings. The specific topic to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS316 U.S. Urban Environmental History 4 Semester Credits A chronological exploration of the interactions between Americans and the nonhuman world, with particular attention to urban and suburban areas. Topics include the commodification of nature, the death of the organic city, political movements organized around nature, ways of knowing nature, environmental justice, and relationships between culture and nature. Additionally, students will use both primary sources and fieldwork to explore the specific environmental history of a Minneapolis neighborhood. Core Curriculum Component: None Prerequisite(s): None HIS323 Modern China 4 Semester Credits A selective treatment of Chinese history since the Opium War of 1839; the erosion of China’s isolation and collapse of the imperial system; and the Nationalist and Communist revolutions of the 20th century. Core Curriculum Component: None Prerequisite(s): None HIS327 Racism and Resistance in Southern Africa and the United States 4 Semester Credits This course explores historical parallels of the development in southern Africa and in the United States, strategies of resistance, the successes and limitations of political victories over apartheid and racism, and the lingering economic, social, political, and psychological effects of racism. Core Curriculum Component: Humanities Prerequisite(s): None HIS331 Topics in United States History 110 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits In-depth exploration of selected topics in United States history not regularly examined in other departmental offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS332 History of United States Foreign Relations 4 Semester Credits A survey of United States foreign relations from the American Revolution through the Cold War, emphasizing changing definitions of war and peace, tensions between internationalism and isolationism, and the emergence of the United States as an economic and military power. Core Curriculum Component: None Prerequisite(s): None HIS335 American Urban History 4 Semester Credits A study of urban development from colonial and frontier beginnings through the age of industrialization to the present, including the dynamics of urban growth and planning, politics and reform, and the growth of urban culture. Core Curriculum Component: None Prerequisite(s): None HIS336 American Labor History 4 Semester Credits A survey of the history of work and the worker, primarily in the late 19th and 20th centuries, emphasizing the nature of work, working class life and community, evaluation of organized labor, and the relationship of workers and union to the state. Core Curriculum Component: None Prerequisite(s): None HIS338 American Legal History 4 Semester Credits An examination of the social, economic, and intellectual factors in American history that, combined with English and colonial antecedents, contributed to the emergence of our modern legal system. Core Curriculum Component: Humanities Prerequisite(s): None HIS343 The North American West 4 Semester Credits This course reckons with the contest of colonial powers in North America, the American conquest of the region, the role of the federal government in shaping the West, the rise of the most urban part of the United States, and the important role that the West plays in modern American culture. Themes include the persistence of Native peoples, ethnicity, race, and gender in Western daily and political life, the creation of an international borderlands, and the ecological transformation of Western landscapes. 111 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None HIS346 Namibia and South Africa: A Historical Perspective 4 Semester Credits A survey of Namibia and South Africa including the experience of indigenous peoples, the impact of South African occupation, the war for independence, and the roots of apartheid and its institutionalization. Core Curriculum Component: None Prerequisite(s): None HIS348 Russia and the Soviet Union in the 20th Century 4 Semester Credits An introductory historical survey of the Soviet Union, beginning with a brief examination of Russian history before turning to the Russian Revolutions of 1917, the rise of Stalin, the Cold War, and the emergence of Gorbachev. The course will emphasize political, diplomatic, economic, and cultural history. Core Curriculum Component: None Prerequisite(s): None HIS349 The Designed Environment 4 Semester Credits This course addresses the designed environment, investigating architecture, landscape architecture, and urban design. Class sessions consist almost exclusively of extensive walking tours and site visits to prominent examples of design excellence. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HIS350 Latin American History 4 Semester Credits This course examines the histories of Mexico, Central America, and the Caribbean from the 1790s to the 1990s. Centering our analysis in the Latin American experience, we will examine cultural trends, social interactions, and economic development as well as the relations that each of these regions shared with the United States. Special attention will be paid to independence movements, neocolonialism, dependency and underdevelopment, ecological transformations, the Latino/a diaspora, and the struggles of indigenous communities. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) HIS352 The Holocaust in German History 4 Semester Credits This course explores the development of modern Germany from its unification in 1871 through the aftermath of World War II, focusing on the Third Reich and the Holocaust. Through diverse course materials (memoirs, film, posters, etc.), students will analyze the National Socialist regime and the horrors it wrought, and explore the experiences of “ordinary Germans,” including women, children, Jews and other minority groups. 112 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None HIS354 Modern Britain and Ireland 4 Semester Credits This course will take a distinctively interdisciplinary approach (sources will include literature, film, music, and artwork) to explore a period of dramatic change in British politics, society, culture, and international status. Core Curriculum Component: None Prerequisite(s): None HIS355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None HIS357 Mexican History, Culture, and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) HIS360 Ancient Egypt and Classical Greece 4 Semester Credits This course examines the history of ancient Egypt and classical Greece from c. 3200 to 323 BC, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS361 Hellenistic Greece and Rome 4 Semester Credits 113 Augsburg College 2015-2016 Course Descriptions This course examines the history of Hellenistic Greece and Rome from c. 800 BC to 476 AD, and uses a variety of written and visual sources in an attempt to understand these societies. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in antiquity. Core Curriculum Component: None Prerequisite(s): None HIS369 The Early and High Middle Ages 4 Semester Credits This course examines the history of Europe and the Mediterranean from c. 300 to 1350 AD, and uses a variety of written and visual sources in an attempt to understand medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of medieval life. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HIS370 The Late Middle Ages to 1648 4 Semester Credits This course examines the history of Europe from c. 1300 BC to 1648 AD, and uses a variety of written and visual sources in an attempt to understand late medieval society. In addition to the “traditional” political narrative, it also looks at social, economic, and cultural aspects of life in this period. Core Curriculum Component: None Prerequisite(s): None HIS374 Medieval Crusades 4 Semester Credits This course examines Western Europe’s crusading era (1095-1291 AD), a time when warriors from the Christian West attempted to “take back” the Holy Land from its Muslim occupiers. Through a close reading of primary sources, we will examine such issues as pilgrimage, holy war, and the complex relationships between East and West, between Muslims and Christians. We will pay particular attention to the question of historical representation. Core Curriculum Component: None Prerequisite(s): None HIS378 Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with REL378. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) HIS398 Internship 2 Semester Credits 114 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None HIS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HIS440 Topics in World History 4 Semester Credits This course will investigate topics in world history that are not included in regular course offerings. The specific topics to be offered will be announced prior to registration. Core Curriculum Component: None Prerequisite(s): None HIS462 Modern South Asia 4 Semester Credits This course explores the processes of indigenous political fragmentation, colonialism, nationalism, de-colonization, and independence in the area now politically known as India, Pakistan, and Bangladesh. Upper division students will have additional assignments and different exams from lower division. Core Curriculum Component: None Prerequisite(s): None HIS474 World and the West 4 Semester Credits Europe’s discovery of the rest of the world, cultural interaction and conflict, the building of European empires in Asia and the Americas, and the breakdown of these imperial systems at the end of the 18th century. Core Curriculum Component: None Prerequisite(s): None HIS480 History Senior Seminar 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics will be announced prior to registration. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); HIS280(The History Workshop) HIS498 Independent Study * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None 115 Augsburg College 2015-2016 Course Descriptions HIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON HON100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits Honors section of REL100. Some students (e.g., some science majors) may need to defer the course and take HON100 in another term. Core Curriculum Component: None Prerequisite(s): None HON111 Effective Writing for Liberating Letters 4 Semester Credits This course takes a problem-based, process-oriented approach to expository writing. Attention is given to choosing, organizing, and developing topics; thinking critically; reading closely; and revising carefully for clarity and style. The minimum passing grade is 2.0. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of ENG101(Developmental Writing), ENL101(Developmental Writing), WPL(Writing Placement Level), WPL(Writing Placement Level) HON120 The Scholar Citizen 4 Semester Credits An introduction to the Honors Program. Course content focuses on great primary texts focusing on the connections between learning and citizenship, or the public uses of knowledge (e.g. Plato’s cave). (Includes theater lab) Core Curriculum Component: None Prerequisite(s): None HON120L The Scholar Citizen Theatre Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HON120(The Scholar Citizen) *concurrent registration is required* HON130 Liberating Letters: Humanist Tradition 4 Semester Credits Interdisciplinary humanities survey course that explores the Western tradition of letters through significant texts and modern context. Students stage courtroom trials where great authors, characters, or ideas are challenged and tested. Based on the medieval liberal arts trivium of grammar, rhetoric, and logic. This course is linked with HON 111 and both 116 Augsburg College 2015-2016 Course Descriptions courses share texts, assignments, and some class sessions. Students are strongly encouraged to register for both courses in the same term. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits Honors version of REL 200. See REL 200 for content and requirements. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) HON220 The Scholar Scientist 4 Semester Credits Inspired by the medieval quadrivium (arithmetic, geometry, astronomy, music), this course addresses systems of quantitative thought, including logic, computing, and formal systems. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) HON221 Intermediate Expository Writing 4 Semester Credits This course builds on the practices and methods of Effective Writing. Its workshop format stresses style and organization, the process of revision, self and peer evaluation, and the relationship between reading and writing. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HON230 Arts and the City 4 Semester Credits Interdisciplinary fine arts course where students attend museums, galleries, concerts, plays, and other significant arts events while researching and writing critical and historical critiques of central theories and approaches to the fine arts. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240 Science, Technology, and Citizenship 4 Semester Credits Multidisciplinary/interdisciplinary lab science course. Physics, biology, and chemistry are used to critically examine a key national or global issue. Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON240L 117 Augsburg College 2015-2016 Course Descriptions Science, Technology, and Citizenship Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen); HON240(Science, Technology, and Citizenship) *concurrent registration is required* HON250 The Social Scientist 4 Semester Credits Problem-based/question-based course in social sciences involving at least two social science disciplines and several faculty. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON260 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 260 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 260. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 260 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON340 Junior Colloquium: The Scholar as Leader 0 Semester Credits Taught by the dean and/or president of the College, this seminar explores themes of leadership and service in the public context. (0.0 credit; P/N) Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON375 Student Created Learning Experience 0 Semester Credits This course will only be used for student created learning experiences that fulfill a lifetime activity. Core Curriculum Component: None Prerequisite(s): None HON380 Student Created Learning Experience 1 Semester Credits May take many forms as determined by the student and faculty creating the learning experience (may be 1, 2 or 4 credits, and may use traditional or P/N grading options). 118 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None HON450 Augsburg Honors Review: Research Thesis Requirement 0 Semester Credits Students in the fall semester of HON 450 practice and complete a structured process for collecting,synthesizing, applying, and documenting research and academic writing. Students should take this course in conjunction with another course within which they will produce a research-based paper. A final research paper is required to complete 450. Students also solicit and evaluate manuscripts for the Honors Review (0.0 credit, P/N only) .Students in the spring semester of HON 450 edit and publish the Honors Review, a national journal for undergraduate scholarship that resides at Augsburg College. Students will evaluate and select potential articles for the journal, shepherd those manuscripts through an external review process by faculty referees, and publish the journal by the end of the term. This course will assist students in developing evaluative, copy-editing, layout, and publication design skills (0.0 credit, P/N only). Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON470 Student/Faculty Collaboration: Research Thesis Requirement 0 Semester Credits Students register for this course to fulfill the honors research requirement through a student/faculty research collaboration. (0.0 credit, P/N only) Core Curriculum Component: None Prerequisite(s): None HON490 Honors Senior Seminar 4 Semester Credits This course integrates and synthesizes themes from all four years of the Honors Program. It also expands upon the themes of HON 120 by studying primary texts related to philosophy, rhetoric, vocation, and meaning. Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), HON120(The Scholar Citizen) HON495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HON499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE HPE001 Foundations of Fitness 119 Augsburg College 2015-2016 Course Descriptions 0 Semester Credits This course is required of all Augsburg students outside the HPE majors. It seeks to improve the student’s knowledge and understanding of the components of physical fitness and how they contribute to personal lifelong health and wellbeing. This course is designed to provide knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of fitness and wellness. Core Curriculum Component: Foundation of Fitness, Foundations of Wellness Prerequisite(s): None HPE002 Lifetime Activity 0 Semester Credits Lifetime activity courses are designed to improve proficiency in a selected physical activity. Students will be able to understand and demonstrate basic skills, strategy, and rules of the activity. Core Curriculum Component: Lifetime Activity, Recreational Wellness Prerequisite(s): None HPE104 Components of Fitness Training 4 Semester Credits This course implements a performance-based approach designed to enable the student to become well educated in strength and cardiovascular training. The proficiencies will address the specifics of knowledge and performance in fitness training. This course will implement optimal research based theories for improving aerobic and muscular strength for the purpose of designing an individualized strength and aerobic conditioning program. (Fall) Core Curriculum Component: Foundation of Fitness, Foundations of Wellness Prerequisite(s): None HPE110 Personal and Community Health 4 Semester Credits Concepts and practices of health and healthful living applied to the individual and the community. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) HPE114 Health and Safety Education 2 Semester Credits Principles and practices of safety education in school and community life. National Safety Council First Aid and CPR certification. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE115 Chemical Dependency Education 2 Semester Credits An analysis of chemical use and abuse and what can be done for the abuser. Includes information about school health education and services. (Fall, spring) 120 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None HPE199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE205 Introduction to Health, Physical Education, and Exercise Science 2 Semester Credits An introduction to the professional field of health, physical education, and exercise science. Includes history, current trends, and professional opportunities related to health, human performance, and wellness. Students also will examine the components of a balanced, healthy lifestyle. (Fall, Spring) Core Curriculum Component: None Prerequisite(s): None HPE215 Health and Exercise Psychology 4 Semester Credits Study of the impact of psychological, behavioral, social, and biological interactions on exercise and health. Specific physiological and psychological benefits associated with exercise are addressed along with health promotion, intervention, and adherence. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE220 Motor Learning and Development 2 Semester Credits The study of the processes associated with developing motor skills and performance, and how this relates to motor development. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE254 Introduction to Developmental/Adapted Physical Education 2 Semester Credits A general overview of developmental/adapted physical education from early childhood through grade 12. The role of school-based health and physical education programs for students with disabilities will be addressed. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE275 Prevention and Care of Athletic Injuries 2 Semester Credits 121 Augsburg College 2015-2016 Course Descriptions Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. A lab accompanies this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE114(Health and Safety Education) HPE275L Prevention and Care of Athletic Injuries Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE275(Prevention and Care of Athletic Injuries) *concurrent registration is required* HPE280 Coaching Theory 2 Semester Credits Theory, philosophy, organization, and supervision of coaching. Includes psychology of sport and how psychological factors affect participation in sport. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE300 Nutrition for Exercise Science 4 Semester Credits This course provides an integrated overview of the physiological requirements, food sources, and functions of carbohydrates, fats, protein, vitamins, and minerals and their impact on health and performance. Students will evaluate and design nutritional regimens to support optimal athletic performance, ultimately examining nutritional supplements, ergogenic aids, and anabolic steroids and the safety and efficacy of legal and banned substances. (Spring) Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training) HPE304 Advanced Fitness Training 4 Semester Credits This course is designed to examine and apply advanced personal training research. Participants will be exposed to established training methods for developing advanced workouts as well as a variety of breakthrough exercises that may result in fitness improvements. Ultimately, the student will create and optimize aspects of different training phases in a year-round program design. In addition, the content of this course is focused toward the knowledge and skills required for the NSCA Certified Strength and Conditioning Specialist (CSCS) exam. Core Curriculum Component: None Prerequisite(s): BIO103(Human Anatomy and Physiology), HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE305 122 Augsburg College 2015-2016 Course Descriptions Stress Management 2 Semester Credits This course introduces students to concepts related to stress and stress management. Along with the study of the role of stress in dysfunction of the human body, individual assessments and reflection are used to assist students in developing a greater understanding of the role of stress in their life. Individual stress management plans will be constructed. (Fall) Core Curriculum Component: None Prerequisite(s): None HPE315 Exercise Testing and Prescription 2 Semester Credits This is a course in exercise testing and prescription relative to the cardiopulmonary system. The course is designed to provide the student with an understanding of the physiological and pathophysiological responses of the body to clinical exercise testing and to develop a basis for the exercise prescription in health and disease. The content of this course is focused toward the knowledge and skills required for taking the ACSM Certified Health Fitness Specialist (HFS) exam. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE316 Human Sexuality 4 Semester Credits A study of the psychological, social, and biological components of human sexuality. (Spring) Core Curriculum Component: None Prerequisite(s): None HPE320 School Health Curriculum 2 Semester Credits Techniques for developing a course of study in school health based upon growth and development for grades K-12. Examination of national standards and pedagogy for health education, curriculum, and assessment included. (Fall even years) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE324 K-6 PE Games and Activities 2 Semester Credits This course integrates theory and practice in teaching age- and skill-appropriate activities to elementary students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE334 7-12 Sport Skills and Activities 2 Semester Credits 123 Augsburg College 2015-2016 Course Descriptions Theory and practice in skills and teaching selected games and activities. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE335 Outdoor Education 2 Semester Credits A course designed to provide knowledge and develop skills in a variety of outdoor educational activities and to study the natural environment in which these activities occur. The course will include a three-day camping/hiking trip. Fieldwork experience is a requirement in this course. (Fall even years, spring even years) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE114(Health and Safety Education), HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE336 Trekking the Mountains: An Outdoor Cultural Excursion 4 Semester Credits A course designed for a multifaceted exploration of mountainous regions of the world, while developing the outdoor trekking experience. This eleven-day trip will include immersion, as well as trekking in beautiful and less traveled regions of the country. While trekking, one is provided opportunity for leadership and personal growth and development, as we share leadership and logistrics for the excursion. Core Curriculum Component: None Prerequisite(s): None HPE340 Organization and Adminstration of Physical Education Programs 2 Semester Credits A survey of management, leadership, and decision making for physical education and athletic programs. (Fall) Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE350 Kinesiology 4 Semester Credits A study of the mechanics of movement with an emphasis on the use of the muscular system. An analytic approach to the study of movement and how it relates within the physical education and health fitness fields. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); BIO103(Human Anatomy and Physiology), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE350L Kinesiology Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE350(Kinesiology) *concurrent registration is required* 124 Augsburg College 2015-2016 Course Descriptions HPE351 Physiology of Exercise 4 Semester Credits The major effects of exercise on the systems of the body and physiological principles applied to exercise programs and motor training. A lab accompanies this course. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); BIO103(Human Anatomy and Physiology) HPE351L Physiology of Exercise Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): HPE351(Physiology of Exercise) *concurrent registration is required* HPE357 Measurement in Health, Physical Education, and Exercise Science 2 Semester Credits Concepts of statistics and the use of statistical procedures in health and physical education programs. Topics include descriptive statistics, probability, estimation, ANOVA, correlation, Chi-Square, and nonparametric methods. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); HPE104(Components of Fitness Training) HPE358 Assessment in Health and Physical Education 2 Semester Credits Standards, assessment, and evaluation of tests in health and physical education. (Fall) Core Curriculum Component: None Prerequisite(s): 1 of HPE110(Personal and Community Health), HPE205(Introduction to Health, Physical Education, and Exercise Science); HPE104(Components of Fitness Training), HPE357(Measurement in Health, Physical Education, and Exercise Science) *concurrent registration is required* HPE365 Physical Education Methods K-6 4 Semester Credits Procedures, materials, and issues for teaching physical education in grades K-6. An in-depth view of all aspects of teaching physical education to elementary-aged children. Fieldwork experience is a requirement in this course. (Fall) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE324(K-6 PE Games and Activities) HPE368 Physical Education Methods 7-12 4 Semester Credits 125 Augsburg College 2015-2016 Course Descriptions Procedures, materials, and issues involved in teaching physical education in secondary schools. An in-depth view of all aspects of teaching physical education to secondary-aged students. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE104(Components of Fitness Training), HPE334(7-12 Sport Skills and Activities) HPE390 Instructional Methods and Materials in Health Education 4 Semester Credits Principles and methods of instruction applied to health education grades K-12. Emphasis on teaching/learning strategies and student assessment. Evaluation and development of materials included. Fieldwork experience is a requirement in this course. (Spring) Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None HPE410 Administration and Supervision of the School Health Program 2 Semester Credits Historical background, legal basis, and school health services relationship to community and school health programs and resources. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE450 126 Augsburg College 2015-2016 Course Descriptions Current Health Issues 2 Semester Credits This course uses critical thinking skills to examine current health issues in text and media from a sociological, political, economic, and medical perspective. Core Curriculum Component: None Prerequisite(s): HPE110(Personal and Community Health) HPE473 Physical Education Curriculum 2 Semester Credits Techniques for developing a course of study in physical education based upon growth and development for grades K-12. Examination of National Standards and pedagogy for physical education, curriculum, and assessment included. Core Curriculum Component: None Prerequisite(s): HPE205(Introduction to Health, Physical Education, and Exercise Science) HPE490 Exercise Science Seminar and Keystone 4 Semester Credits This course will provide the student with the pinnacle component of the Exercise Science degree plan. The keystone will provide an understanding of human responses to exercise and its relevance to a diverse and challenging world, as well as help develop a basis for research as this relates to the major. Core Curriculum Component: Keystone Prerequisite(s): HPE350(Kinesiology), HPE351(Physiology of Exercise) HPE495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HPE499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM HUM120 Medieval Life in 12th-Century Europe 4 Semester Credits This is the introductory course for medieval studies. It uses an interdisciplinary approach to study European culture during a period known as the High Middle Ages, roughly AD 1100 to 1300. It attempts to examine medieval culture as a complex system of thought and feeling, which includes history, religion, philosophy, literature, art, theatre, music, and food. It also takes an experiential approach to this material, for example, by having students and faculty attend class in academic regalia, just as they did in medieval universities. Core Curriculum Component: Humanities Prerequisite(s): None 127 Augsburg College 2015-2016 Course Descriptions HUM195 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None HUM490 Keystone: Medieval Studies Project 4 Semester Credits The final project in medieval studies functions like an independent study. Because medieval studies is an interdisciplinary major, the final project must be also be interdisciplinary. Students are free to choose any topic connected to the Middle Ages, but must examine it with professors from at least three different disciplines. The traditional disciplines that comprise medieval studies are art history, English, history, music history, philosophy, religion, and theater history, but students have also completed projects involving professors from other disciplines, such as sociology and psychology. Experiential approaches are encouraged but not required. For example, past students have built medieval musical instruments, medieval suits of armor, and Renaissance commedia dell’arte masks, and then written about the process. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENL330(Shakespeare), ENL332(British Literature: Renaissance and Reformation), ENL360(The Classical Tradition), ENL361(The Medieval World); 1 of HIS372(Medieval Church), PHI242(History of Philosophy II: Medieval and Renaissance Philosophy), REL361(The Church/First Four Centuries), REL362(Martin Luther and the Reformation); 1 of ART386(Medieval Art), ART387(Renaissance and Baroque Art), MUS231(History and Literature of Music I), THR361(Theater History and Criticism I); HIS369(The Early and High Middle Ages), HIS370(The Late Middle Ages to 1648), HUM120(Medieval Life in 12th-Century Europe) HUM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS INS198 Internship * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS199 Internship 4 Semester Credits Core Curriculum Component: None 128 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None INS222 The Nobel Laureates: Religious and Political Perspectives 4 Semester Credits Through studying the lives of prominent peacemakers and the opportunity provided to us by the Nobel Peace Prize Forum, this course examines peacemaking in the 21st century, utilizing both the lenses of political science and religion. Prerequistes: REL 100 or 300 (or can be taken concurrently). Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL100(Religion, Vocation, and the Search for Meaning I) *concurrent registration is acceptable*, REL300(Religion, Vocation, and the Search for Meaning I+II) *concurrent registration is acceptable* INS225 Introduction to Islam 4 Semester Credits The course covers the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari’ah), Islamic economic and political systems, and Islamic patterns of life. Core Curriculum Component: None Prerequisite(s): None INS232 African-American Experience in America 4 Semester Credits An overview of the major issues related to the African American experience, focusing on historical, sociological, economic, legal, and psychological aspects of that experience. Core Curriculum Component: None Prerequisite(s): None INS233 Women: A Cross Cultural Perspective 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS255 Paideia Approach: Thinking, Talking and Reading 4 Semester Credits Students will participate in a series of seminar discussions following the Paideia seminar format as developed by Mortimer Adler. Seminar topics emphasize selections that help students to think critically, understand timeless ideas, listen carefully, and question thoughtfully. This course is ideal for education, social science, and language arts majors. Core Curriculum Component: None Prerequisite(s): None INS291 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None 129 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None INS292 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS294 Career Exploration in Financial Services 2 Semester Credits This course will introduce the career exploration/planning process and an overview of careers in financial services and insurance. Students will develop strategies and skills for career-related decision making and for an effective internship/job search. Course sessions will include: personal and career assessments and interpretation, career research and readings, topic discussions, employer guest speakers, and a Travelers company site visit. Core Curriculum Component: None Prerequisite(s): None INS295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS298 Meaningful Work: Linking Education,Vocation and Career Exploration 2 Semester Credits This course will introduce students to the nature of work and its role and value to the individual and to society and provide the strategies and skills necessary for a lifetime of career-related decision making, meaningful work and active citizenship. The course is geared to both students who are undecided and students who are seeking an in-depth look at a chosen personal life and career path. Core Curriculum Component: None Prerequisite(s): None INS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS312 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None INS316 130 Augsburg College 2015-2016 Course Descriptions Building a Sustainable Democracy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS317 Understanding the Northern Ireland Conflict 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS327 Environment and Agriculture: Agroecosystems in Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS328 Justice and the US Food System 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS330 Art and Culture in Political, Social and Historical Context 4 Semester Credits Exploration of life experiences and works of artists, cultural workers, and community organizers for understanding the differences between formal institutional art and community-based art forms. Interviews and participant observation at arts performances and cultural events. Core Curriculum Component: None Prerequisite(s): None INS331 Art and Culture in Political, Social and Historical Context 4 Semester Credits Study of the social and cultural history of urban art, the role of art and culture in everyday life, and the relationship between intellectual discourse and the politics of cultural work. Readings, films, and discussions integrate aesthetic theory and artistic expression with issues of social change and activism. Core Curriculum Component: None Prerequisite(s): None INS334 From Consumers to Creators 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS335 131 Augsburg College 2015-2016 Course Descriptions Digital Laboratory 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS342 River Politics Field Seminar 4 Semester Credits In this two-week intensive field experience, students will travel by boat down the Mississippi River exploring elements of the politics and policies relating to the river. Students will engage in service projects, field observations, and interviews with residents, legislators, activists, and government employees. Core Curriculum Component: Augsburg Experience Prerequisite(s): POL241(Environmental and River Politics) INS345 Urban Environment Field Seminar 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS346 Sustainability, Ecology, and New Zealand Environmental Policy 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS349 Maori Perspectives, Pluralism, and National Identity 4 Semester Credits Based in Auckland, this new program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. A number of topics explored during the semester include the history of colonization, the treaty and the truth and reconciliation process that shape contemporary life, Maori protest and social movements, key strategies used to address sustainability, and many more economic and environmental issues. Core Curriculum Component: None Prerequisite(s): None INS351 Social Dimensions of Environmental Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS352 Field Research Methods and Investigation 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 132 Augsburg College 2015-2016 Course Descriptions INS353 Adaptive Ecosystem Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS354 Workshop in Fiction, Poetry, and Creative Nonfiction 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS355 Creative Writing in Political, Social, and Historical Context 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS358 Inequality in America: A Political Economy Approach 4 Semester Credits Interdisciplinary readings connect experiences and direct observation with theory and research on the impact of race, class, and gender on social inequality and unequal urban development. Competing theories and strategies for urban and neighborhood development are examined in the context of dominant ideology and perspectives of people who challenge it. Core Curriculum Component: None Prerequisite(s): None INS359 Political Sociology of Building Power, Change, and Equity 4 Semester Credits Concrete conditions of life and community issues in different neighborhoods provide varying—at times competing— views on the Twin Cities "civic ideology." Field observations, dialogue with residents, interviews, and oral history provide data to identify inequality and to assess theories and strategies for explaining and overcoming it. Core Curriculum Component: None Prerequisite(s): None INS366 Community Participation and Social Change 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS369 Politics and Development in Ecuador 4 Semester Credits Core Curriculum Component: None 133 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None INS371 Disjuncture and Difference in Europe 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS372 Norwegian Language 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS376 Challenges and Opportunities of European Integration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS377 The Scandinavian Welfare States in an Age of Globalization 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS379 Challenges of a Changing Welfare State 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS387 Integration Seminar: Advanced Internship: Theory and Practice 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS391 Race in America Then and Now: “Post-Racial” Perspectives on the Civil Rights Movement 6 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS393 Scandinavian Art, Film and Literature 4 Semester Credits Core Curriculum Component: None 134 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None INS394 Urbanization and Immigration 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None INS491 Topics in Study Abroad and Intercultural Development 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS492 Topics in Study Abroad and Intercultural Development 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None INS495 Topics 4 Semester Credits Core Curriculum Component: None 135 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None INS498 Independent Study: Metropolitan Resources 2 Semester Credits An independently-designed course developed by a student (or group of students), utilizing the metropolitan resources available, e.g., lectures, symposia, performances, hearings. The course is designed in consultation with and evaluated by a department faculty member. Core Curriculum Component: None Prerequisite(s): 1 of POL122(Metropolitan Complex), SOC111(Human Community and Modern Metropolis); CONSENT(Consent of Instructor) INS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of POL484(Political Analysis), SOC363(Research Methods) KEY KEY470 Creating Life in the Arts: Exploration and Reflection on Vocation 4 Semester Credits From personal reflection on vocation to real-world insights and hands-on experiences, this course will delve deeply into the skill sets and mind sets important for arts professionals in all fine arts majors. While exploring vocation concepts, this course balances entrepreneurial awareness, attitudes, and skills with entrepreneurial insights, skills and reflection. Core Curriculum Component: Keystone Prerequisite(s): None KEY480 Topics in Global Interdependence 4 Semester Credits This cross-cultural keystone seminar prepares students to "act globally" by challenging them to apply the diverse perspectives acquired while studying abroad and to analyze issues that transcend national boundaries. In English with readings in a language other than English. Open to international students and to upper-division students who have advanced knowledge of a language other than English or have studied abroad for a full semester (including in Englishspeaking countries with consent of instructor). Core Curriculum Component: Keystone Prerequisite(s): None KEY490 Vocation and the Meaning of Success 4 Semester Credits This course is the keystone course for business majors and other majors where the major program does not include a keystone element. It draws together all facets of a student’s education by providing opportunities to reflect upon and write about the integration of one’s classes, life, and future. Readings and critical discussions with others in the same and in different majors will add dimension to each student’s reflective writing. Core Curriculum Component: Keystone 136 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) LAT LAT101 Beginning Latin I 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None Prerequisite(s): None LAT102 Beginning Latin II 4 Semester Credits An introduction to the grammar and vocabulary required to read classical Latin. Short texts from original sources. Attention to classical and medieval Latin culture as time permits. Does not satisfy the Augsburg language requirement. Core Curriculum Component: None Prerequisite(s): LAT101(Beginning Latin I) MAT MAT103 Everyday Math 3 Semester Credits Concepts of integers, fractions, decimal numbers, ratios, percents, order of operations, exponents, and an introduction to algebraic expressions and equations with an emphasis on applications to everyday life. P/N grading only. Grade of P advances student to MPG2. MAT 103 does not count as credit toward graduation. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): MPL(Math Placement Level 1) MAT105 Applied Algebra 3 Semester Credits Concepts of linear, exponential, logarithmic, and other models with an emphasis on applications to the social and natural sciences, business, and everyday life. Grade of 2.0 or higher advances student to MPG3. Students preparing for MAT 114 should consult the department. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level 2) MAT114 Precalculus 4 Semester Credits Concepts of algebraic, exponential, logarithmic, and trigonometric functions for students planning to study calculus. Students who have completed MAT 145 or other calculus courses may register for credit only with consent of department. Grade of 2.0 or higher advances student to MPG4. Core Curriculum Component: Natural Sciences and Mathematics 137 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT129 Practical Applications of Math 4 Semester Credits An examination of applications of mathematics in contemporary society, with an emphasis on quantitative reasoning including an introduction to probability and statistics and topics such as the mathematics of finance, graph theory, game theory, voting theory, linear programming, or cryptography. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT137 Mathematics for Elementary Teachers I 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT138 Mathematics for Elementary Teachers II 4 Semester Credits Concepts of number, operations, algebra, geometry, measurement, data analysis, and probability with an emphasis on the processes of problem solving, reasoning, connections, communication, and representation. These courses are designed for prospective K-6 elementary school teachers. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT140 Calculus Workshop 1 Semester Credits An elective workshop for students concurrently enrolled in Calculus or Calculus II. Calculus-related problems and activities that require significant collaborative and creative effort. Emphasis on strategies for succeeding in college-level mathematics courses. This course does not meet a NSM-LAF and does not meet QF. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), MAT145(Calculus I) *concurrent registration is required* MAT145 Calculus I 4 Semester Credits Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT114(Precalculus), MPL(Math Placement Level 4) MAT146 Calculus II 4 Semester Credits 138 Augsburg College 2015-2016 Course Descriptions Concepts of calculus of one-variable functions including derivatives, integrals, differential equations, and series. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT163 Introductory Statistics 4 Semester Credits Concepts of elementary statistics such as descriptive statistics, methods of counting, probability distributions, approximations, estimation, hypothesis testing, analysis-of-variance, and regression. Students who have successfully completed MAT248, BUS379, PSY215, or SOC362 cannot enroll in MAT163. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT171 Discrete Mathematics For Computing 4 Semester Credits Concepts of discrete mathematics including binary representations, sequences, recursion, induction, formal logic, and combinatorics, with an emphasis on connections to computer science. Completion of CSC160 recommended prior to MAT171. Students who have completed MAT271 may not register for credit. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT173 Mathematics of Finance 4 Semester Credits Concepts of elementary financial mathematics such as annuities, loan payments, mortgages, life annuities, and life insurance. Provides an introduction to actuarial mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MAT199 Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MAT201 Communicating Mathematics 2 Semester Credits An introduction to mathematical speaking, typesetting, presentation technology, reading, and bibliographic resources. This course does not count as an elective in the mathematics major or minor. Completion of this course plus one of MAT 304, MAT 314, MAT 324, MAT 355, MAT 369, MAT 374, or MAT 377 taken at Augsburg satisfies the major’s speaking skill requirement. Students with majors other than mathematics should consult their major department before taking this course. Core Curriculum Component: None 139 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): MAT146(Calculus II) MAT245 Calculus III 4 Semester Credits Concepts of multivariable calculus including functions of several variables, partial derivatives, vectors and the gradient, multiple integrals, and parametric representations. Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II) MAT246 Linear Algebra 4 Semester Credits Concepts of linear algebra including systems of linear equations, matrices, linear transformations, abstract vector spaces, determinants, and eigenvalues. Core Curriculum Component: None Prerequisite(s): 1 of MAT245(Calculus III), MAT271(Discrete Mathematical Structures) MAT248 Biostatistics 4 Semester Credits Concepts and techniques of probability, descriptive statistics, and statistical inference are applied to scientific studies in Biology, Medicine and other Health Sciences. Material is centered on real studies in these areas. Other topics include graphing techniques, correlation and regression, experimental design, combinatorics, point and interval estimation, hypothesis testing and, time permitting, analysis of variance and nonparametric methods. Core Curriculum Component: None Prerequisite(s): 1 of All of BIO151(Introductory Biology), MPL(Math Placement Level 4); MAT145(Calculus I) MAT252 Exploring Geometry 4 Semester Credits Concepts of geometry including Euclidean and non-Euclidean geometries and geometric transformations with an emphasis on geometric reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): MAT145(Calculus I) MAT271 Discrete Mathematical Structures 4 Semester Credits Concepts of discrete mathematics including number theory, combinatorics, graph theory, recursion theory, set theory, and formal logic, with an emphasis on algorithmic thinking, mathematical reasoning, conjecturing, and proof. Core Curriculum Component: None Prerequisite(s): 1 of All of 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT252(Exploring Geometry), MAT287(History of Mathematics); MAT145(Calculus I); MAT146(Calculus II) MAT273 Statistical Modeling 4 Semester Credits 140 Augsburg College 2015-2016 Course Descriptions This course will focus on statistical models: how to choose a statistical model, how to fit the statistical model, how to assess the fit of the statistical model, and how to use the statistical model to answer questions. Students will engage in several small group projects culminating with a final group project. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MAT145(Calculus I) MAT287 History of Mathematics 4 Semester Credits Concepts of historical importance from the areas of geometry, number theory, algebra, calculus, and modern mathematics. Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): MAT145(Calculus I) MAT304 Graph Theory 4 Semester Credits Concepts of graph theory including standard graphs, classic questions, and topics such as degree sequences, isomorphism, connectivity, traversability, matching, planarity, coloring, and graph metrics. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MAT271(Discrete Mathematical Structures) MAT314 Abstract Algebra 4 Semester Credits Concepts of algebra including the abstract structures of groups, rings, integral domains, and fields. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT246(Linear Algebra), MAT271(Discrete Mathematical Structures) MAT324 Analysis 4 Semester Credits Concepts of real analysis including limits, boundedness, continuity, functions, derivatives, and series in a theoretical setting. Focuses on theoretical structures. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT146(Calculus II), MAT271(Discrete Mathematical Structures) 141 Augsburg College 2015-2016 Course Descriptions MAT355 Numerical Mathematics and Computation 4 Semester Credits Concepts such as polynomial interpolation, numerical differentiation and integration, numerical solution of differential equations, error propagation, practical implementation of numerical methods on modern computers, and applications. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CSC160(Introduction to Computer Science and Communication), MAT146(Calculus II) MAT363 Dynamical Systems 4 Semester Credits Concepts of dynamical systems including iteration, stability, orbit diagrams, symbolic dynamics, chaos, and fractals, along with topics such as applications of dynamical systems and/or complex dynamics including the Mandelbrot set and Julia sets. Core Curriculum Component: None Prerequisite(s): 1 of MAT246(Linear Algebra), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures); MAT146(Calculus II) MAT369 Modeling and Differential Equations in Biological and Natural Sciences 4 Semester Credits Concepts of differential equations including quantitative and qualitative solution method of linear and non-linear systems; the application, modeling, and analysis of differential equations to model biological phenomena. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT245(Calculus III) MAT373 Probability and Statistics I 4 Semester Credits Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III) MAT374 Probability and Statistics II 4 Semester Credits A continuation of MAT373. Concepts of probability and statistics including methods of enumeration, random variables, probability distributions, expectation, the Central Limit Theorem, sampling distributions, methods of estimation, hypothesis testing, regression, analysis of variance, and nonparametric statistics. Includes an applied project. Core Curriculum Component: None 142 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT373(Probability and Statistics I) MAT377 Operations Research 4 Semester Credits Concepts of linear programming and its applications to optimization problems from industrial settings including the simplex method, sensitivity analysis, duality theory, alternate optima, and unboundedness with an emphasis on both the mathematical theory and the application to current business practice. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); MAT246(Linear Algebra) MAT394 Topics in Statistics 4 Semester Credits Study of an advanced topic in statistics such as modeling, design of experiments, or data analysis. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MAT248(Biostatistics), MAT373(Probability and Statistics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); MAT146(Calculus II) MAT395 Topics 4 Semester Credits Study of an advanced topic such as actuarial mathematics, complex analysis, mathematical biology, combinatorics, graph theory, topology, or foundations of mathematics. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics); 2 of MAT245(Calculus III), MAT246(Linear Algebra), MAT252(Exploring Geometry), MAT269(Modeling and Differential Equations), MAT271(Discrete Mathematical Structures), MAT287(History of Mathematics) MAT397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT399 143 Augsburg College 2015-2016 Course Descriptions Internship 4 Semester Credits Work-based learning experience that links the ideas and methods of mathematics to the opportunities found in the internship. For upper division credit, significant mathematical content and presentation at a departmental colloquium is required. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), HON130(Liberating Letters: Humanist Tradition), MAT201(Communicating Mathematics) MAT491 Mathematics Colloquium 0 Semester Credits Information about contemporary applications, career opportunities, and other interesting ideas in mathematics. Presented by outside visitors, faculty members, or students. Carries no course credit. Core Curriculum Component: None Prerequisite(s): None MAT496 Independent Study 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None MAT498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics) MAT499 Independent Study 4 Semester Credits Selection and study of an advanced topic outside of the offered curriculum with the guidance of a faculty member. Presentation at a departmental colloquium is required. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); 1 of COM111(Public Speaking), COM115(Scientific and Technical Public Speaking), MAT201(Communicating Mathematics); CONSENT(Consent of Instructor) MBA MBA510 Applied Managerial Economics 3 Semester Credits 144 Augsburg College 2015-2016 Course Descriptions Application of economic tools in solving managerial problems. Topics include markets and organizations, demand and cost functions, demand and supply analysis, game theory and the economics of strategy, pricing incentives, evaluation, regulation, incentive conflicts and contracts, and ethics and the organizational architecture. Students develop critical thinking skills and a framework of analyzing business decisions. In summary, the objective of the course is to help business students become architects of business strategy rather than simply middle managers following the path of others. Core Curriculum Component: None Prerequisite(s): None MBA520 Accounting for Business Managers 3 Semester Credits Concepts of Generally Accepted Accounting Principles (GAAP) for preparing financial statements. Students will learn to analyze income statements, balance sheets, and annual reports, and to budget using projected sales, fixed and variable expenses, break-even calculation, and capital budgeting. Core Curriculum Component: None Prerequisite(s): None MBA530 Managerial Finance 3 Semester Credits Understanding the foundations of financial management including markets, institutions, interest rates, risk and return, and the time value of money. Included are security valuation, corporate valuation, strategic investment and financing decisions, working capital management, mergers and acquisitions, derivatives, bankruptcy, and multinational implications. Core Curriculum Component: None Prerequisite(s): None MBA540 Business and Professional Ethics 3 Semester Credits An understanding of the ethical problems faced by people in organizations and businesses today. A framework for recognizing ethical problems helps the student determine how decisions will affect people positively or negatively. This course conveys a model of analysis of ethical problems to allow students the ability to make better judgments about what is right and fair. The course also allows students to gain confidence in their understanding and their proposed solutions for ethical issues, thus being able to forcefully and reasonably defend their point of view. Core Curriculum Component: None Prerequisite(s): None MBA545 Organizational Behavior 3 Semester Credits Theory and application of organizational behavior to human resources within organizations. Topics include strategies and tactics for developing human resources to support organizational cultural changes (such as total quality management), team building, collaboration with other teams, training, the impact of diversity, and evaluation of contemporary organizational strategies. Core Curriculum Component: None Prerequisite(s): None 145 Augsburg College 2015-2016 Course Descriptions MBA550 Marketing Management 3 Semester Credits Applying marketing theory and practice to real-life marketing situations. Topics include market segmentation, targeting, positioning, distribution of goods and services, the relationship between price and demand, brand management, and marketing plans and strategy. Students gain hands-on experience with marketing in cross-functional organization strategies. Core Curriculum Component: None Prerequisite(s): None MBA560 Communication Issues in Management 3 Semester Credits An ethnographic approach to communication in the workplace including how physical settings, communication channels, institutional goals, institutional culture, and the roles of participants shape communication. Students will use case studies and their own workplace experiences to examine effectiveness, ideologies and biases, network theory, persuasive appeals, and communication of institutional values. Core Curriculum Component: None Prerequisite(s): None MBA565 Managing in a Global Environment 3 Semester Credits Explores the reasons, conditions, processes, and challenges of internationalization from an enterprise perspective. The foci of the course will be international trade theory and institutional governance of international trade/monetary policy, and the differences in political-economic/socio-cultural systems and their implications for international business. Core Curriculum Component: None Prerequisite(s): None MBA570 Quantitative Decision-Making for Managers 3 Semester Credits Extracting actionable information from data, interpreting data in tables and graphs, interpreting statistical significance, evaluating survey data, using data mining with large databases, and using simulation and modeling in business decisions. Core Curriculum Component: None Prerequisite(s): None MBA575 Strategic Technology 3 Semester Credits Making strategic technology decisions most favorable to organization and culture, interaction with customers and suppliers, and future growth of the organization. Students will come to understand the impact of the internet and electronic commerce on the traditional business model, the effect on employees, and the ethical and societal results of given technology choices. Core Curriculum Component: None Prerequisite(s): None MBA576 146 Augsburg College 2015-2016 Course Descriptions Project Management 3 Semester Credits The purpose of this course is to introduce students to the world of projects and to projects’ real life struggles and challenges. The course will focus on the day-to-day, hands-on problems of managing a project, which is defined as a temporary organization within a permanent organization set up to achieve a specific objective. It will broadly cover the operational and conceptual issues faced by modern project managers. Core Curriculum Component: None Prerequisite(s): None MBA580 Management Consulting Project 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA581 Management Consulting Project I 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) Core Curriculum Component: None Prerequisite(s): None MBA582 Management Consulting Project II 2 Semester Credits Working in teams with a local organization, students develop expertise in an area related to their vocation, using communication, leadership, and collaboration skills, and academic knowledge to research, analyze, and make recommendations. The management consulting project culminates in a presentation to the client and the faculty adviser. (The Management Consulting Project course is divided into two required 2 credit courses.) Core Curriculum Component: None Prerequisite(s): None MBA583 Social Entrepreneurship I: Execution, Planning & Strategy for Social Innovation-based Ventures 3 Semester Credits This course is intended to provide prospective social entrepreneurs with information and tools to teach you how to actually start a business, evaluate opportunities for starting a new business, how to choose markets for entry, when to enter, and what resources and capabilities it will take to enter and provide a platform for future growth. Although the course will focus especially on entry into social enterprises, it will provide background essential to entrepreneurial ventures of all types. The course is designed to address the needs of students who either hope to pursue start-up opportunities upon graduation or in preparation for entrepreneurial activities at later career stages. Core Curriculum Component: None Prerequisite(s): None MBA584 147 Augsburg College 2015-2016 Course Descriptions Social Entrepreneurship II: Advanced Topics & Practicum in Social Entrepreneurship 3 Semester Credits Students are assigned to a social enterprise in the local community to work as management consultants on comprehensive projects. Students perform in-depth business analysis, complete primary and secondary research, develop strategies and tactics and propose implementation plans to assist the organization realize their goals. Guest lectures and readings/discussions tie managerial theory to actual practice. Core Curriculum Component: None Prerequisite(s): None MBA585 Student Learning Experience 1: Personal and Professional Development 1.5 Semester Credits MBA students will be able to understand one's own leadership style and the implications of that style in order to adapt, manage, and develop one's own leadership behavior, and integrate their purpose and mission into their own role as a leader. The course is taught in three class sessions during the Personal and Professional development module. The course is intended to have students summarize and integrate the material that they have learned in Module 1 and create their own personalized leadership portfolio. Core Curriculum Component: None Prerequisite(s): None MBA592 Leadership: Ethics, Vision, and Transformation 3 Semester Credits Provides learners with well-rounded, comprehensive leadership skills that will enhance personal and organizational effectiveness. Leadership skills and abilities have long been viewed as important contributors to success in personal and professional spheres. Topics include leadership strategy, critical and distinctive functions and skills of management and leadership, relationship building, servant leadership, leadership communication, and self-awareness and discovery of leadership styles, traits, and abilities. Core Curriculum Component: None Prerequisite(s): None MBA593 Health Care Operations Management 3 Semester Credits This course will provide students with an introduction to Healthcare Operations. Over the past several years, there has been a general acceptance to apply more sophisticated business optimization techniques to the healthcare industry. Students will gain an understanding of business management within hospitals, clinics, and multiple hospital systems. The tools covered in the class focus primarily on those that improve hospital productivity. Core Curriculum Component: None Prerequisite(s): None MBA595 Strategic Management 3 Semester Credits Organizations that survive over time generally meet customer needs more effectively than the customer’s alternatives. These organizations adapt to a constantly changing environment, usually coordinating change in a variety of different functional areas. Strategy matches the organization’s capabilities to its market position, facilitates resource allocation, 148 Augsburg College 2015-2016 Course Descriptions and provides guidance for decision-making. This course is integrative of all subject matter in the MBA program, and adopts the perspective of senior management. Core Curriculum Component: None Prerequisite(s): None MBA596 Managing Innovation 3 Semester Credits Understanding innovation as a process and creating the conditions for this process to occur successfully within an organization are the main themes of this course. Learning to integrate design thinking into business that will drive continuous development and improvement, and develop customer/client emotional connections will be the focus of the course. Transforming the business, creating brand value, exceeding customer’s expectations, and creating sustainable, superior competitive advantage through new ways of thinking are the purposes of the course. Core Curriculum Component: None Prerequisite(s): None MBA599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBA699 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MBC MBC532 Investment Theory and Portfolio Management 3 Semester Credits This course discusses investment background such as the investment setting, asset allocation decision, selecting investments in a global market, and security market indicators, followed by efficient capital markets, portfolio management and asset pricing models, and multi-factor models of risk and return. Security valuation and analysis and management of common stocks and bonds are discussed. The course ends with a discussion of professional asset management and evaluation of portfolio performance. Core Curriculum Component: None Prerequisite(s): None MBC535 International Finance 3 Semester Credits The objective of this course is to acquaint students with macro and micro aspects of international finance. At the macro level, coverage will include theories of direct investment, the international monetary mechanism, foreign exchange markets, and repercussions from balance of payments difficulties. Micro level materials include problems of doing business internationally and a survey of public and private foreign and international financial institutions. Also discussed 149 Augsburg College 2015-2016 Course Descriptions are the management of risk of multinational operations and their valuation and structure. The course ends with a discussion of international portfolio investment and asset pricing. Core Curriculum Component: None Prerequisite(s): None MBC537 Health Care Financing 3 Semester Credits This course focuses on a variety of public and private third party mechanisms for financing health care services. A review shall be made of the various trends and constraints associated with each mechanism. Particular attention shall be a paid to the role of private health insurance and government reimbursement mechanisms for health services. Prerequisites: MBA 530-Managerial Finance Core Curriculum Component: None Prerequisite(s): None MBC542 Legal and Ethical Considerations in Health Care 3 Semester Credits This course covers the laws affecting administration of hospitals and other healthcare organizations; administrative law, corporate and business law, labor law, civil liability and tax-related issues. The course covers the ethical issues underlying financing, organization, and delivery of healthcare services. Addresses the numerous ethical issues raised by advances in technology, changing societal values, decreased resources and increasing professional liability. Core Curriculum Component: None Prerequisite(s): None MBC547 Human Resources Issues in Health Care 3 Semester Credits This course provides complete coverage of relevant human resource issues in health care management, as well as offering a solid foundation in both HR and health care administrative practices. This course provides a comprehensive, focused approach to the demands of the current human resources role. This practical, hands –on course introduces human resources to those who are preparing to work in any area of health care or health service covering important topics such as recruitment, training, termination, compensation practices, and safety. Core Curriculum Component: None Prerequisite(s): None MBC552 Marketing Communications 3 Semester Credits The course is meant to provide students with an opportunity to analyze, design, and evaluate a comprehensive and integrated marketing communications program which includes advertising, sales promotions, publicity, and personal selling decisions. The course focuses on theories, models, and industry experiences that are relevant to the design and evaluation of a marketing communications plan. Specific topics covered include the communication process, consumer behavior models and their relevance to marketing communications decisions, marketing communications research, advertising message and media strategies, the role of the advertising agency, and the integration of marketing mix decisions. Core Curriculum Component: None Prerequisite(s): None 150 Augsburg College 2015-2016 Course Descriptions MBC554 Consumer Behavior 3 Semester Credits The purpose of this course is to provide students having a basic fluency in marketing with a deeper understanding of consumer (buyer) behavior, with particular emphasis on the purchase decision process. Specific topics will include: the role of problem recognition; how buyers seek and evaluate information; and factors that influence buyers’ purchase decisions. Core Curriculum Component: None Prerequisite(s): None MBC599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MCN MCN301 Research in the Disciplines 2 Semester Credits Scholars in this two-credit course will investigate and analyze the process of research, learning ways to choose and focus a research topic and question, skills for reading discipline-specific journal articles and conducting literature reviews, and accepted methods of inquiry and information retrieval. Scholars receive guidance from McNair staff and their Research Faculty Mentor. Scholars may choose to work on their Research Faculty Mentor’s established topic or develop their own question. The semester will culminate in the development of a research proposal, building the scholar’s specific knowledge of the research topic and confidence as a researcher. Scholars participating in an off-campus research experience or internship will be enrolled and have individualized activities as necessary. Core Curriculum Component: None Prerequisite(s): None MDC MDC094CE Everyday Mathematics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC101CE Lifetime Fitness 2 Semester Credits IHCC Equivalent: HLTH 1155 Lifetime Fitness 2 cr Studies physical fitness, nutrition and stress as they relate to health. Through testing and self-assessments, the student's current status is analyzed. After the information on improving skills in each area is presented, the student will develop a plan for implementation. The course will include information on cardiovascular and cancer risk reduction, aging and health, sexually transmitted diseases, and substance abuse control. Core Curriculum Component: None Prerequisite(s): None 151 Augsburg College 2015-2016 Course Descriptions MDC102CE Mathematical Thinking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC103CE World Civilizations Since 1500 4 Semester Credits IHCC Equivalent: HIST 1107 World Civilizations Since 1500 4 cr Explores world civilizations to the present from the Reformation and Enlightenment in Europe, to Modern East Asia; the rise of transatlantic and transpacific societies to industrial revolution; and from the emergence of nationalism, and the age of ideologies, to the global marketplace. (Title changed from World Civilization II and The Modern World) Core Curriculum Component: None Prerequisite(s): None MDC104CE College Mathematics 4 Semester Credits Course Description from Course Syllabus This course covers the basics of college level algebra, emphasizing understanding of the basic principles through investigation. The topics covered range from a basic algebra review to exploration of linear, quadratic, exponential, and logarithmic functions, along with a study of rational expressions, inverse relations, function operations, complex numbers, and systems of equations. Core Curriculum Component: None Prerequisite(s): None MDC105CE Principles of Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC106CE Introduction to Art 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC107CE Historical Geology 4 Semester Credits Equivalent to IHCC Course GEOL 1105 GEOL 1105 Historical Geology 4 cr Examines the Earth's planetary materials and processes as they have evolved and changed over time. Emphasis is placed on the study of evolution and life as it applies to the succession of plants and animals evidenced in the fossil record and the processes which have altered the character of the Earth's continents and oceans through time. Core Curriculum Component: None Prerequisite(s): None 152 Augsburg College 2015-2016 Course Descriptions MDC110CE Small Business, Start-Up 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC111CE Writing and Research Skills 4 Semester Credits Equivalent to IHCC ENG 1108 Writing and Research Skills Emphasizes critical writing, reading, and thinking with attention to rhetorical elements such as argumentative structure, audience, and purpose. Students learn types of college writing and research techniques; report, synthesize, and draw conclusions from their readings; document the use of sources; and practice the writing process. Core Curriculum Component: None Prerequisite(s): None MDC112CE Public Speaking 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC113CE Research Writing in the Disiplines 2 Semester Credits IHCC Equivalent: ENG 1111 Research Writing in the Disciplines 2 cr Emphasizes textual analysis of primary and secondary sources with focus on writing in students' academic and/or professional disciplines. Core Curriculum Component: None Prerequisite(s): None MDC114CE The Research Paper 4 Semester Credits Equivalent to IHCC ENG 1114 The Research Paper - WRIT 3 cr Emphasizes critical analysis of fiction or nonfiction texts, at least one book-length, resulting in a research paper that reflects analysis and synthesis of multiple sources. Prereq: Grade of C or higher in ENG 1108. Core Curriculum Component: None Prerequisite(s): None MDC1152CE Leadership Skills Development 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC115CE Introduction to Philosophy 4 Semester Credits 153 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None MDC121CE Introduction to Sociology 4 Semester Credits MDC121CE Introduction to Sociology IHCC Equivalent: SOC 1100 Introduction to Sociology 4 cr Emphasizes methods, basic concepts, terminology, and perspectives used by sociologists in analysis of social relationships. Sociological analysis will focus on American government, family, education, religion, and the economy. Core Curriculum Component: None Prerequisite(s): None MDC122CE 20th Century US History 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC123CE Small Business Management 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC124CE Urban Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC125CE State and Local Government 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC129CE Mathematics for the Liberal Arts 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC130CE Sociology and the Family 4 Semester Credits IHCC Equivalent: SOC 1130 Family and Society 3 cr Surveys human relationships from both the sociological and practical perspectives. Areas of study will include: love, dating, sexuality, singleness, marriage, conflict, parenting, relationship violence, resingling, and other relevant topics. 154 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None MDC131CE American Government & Politics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC1400CE Energy, Environment and Climate 4 Semester Credits IHCC Equivalent: GEOG 1400 Energy, Environment and Climate 4 cr Provides a holistic approach to the workings of the atmosphere and climatological impacts on global human populations. Topics include weather patterns and long-term trends, including global climate change. Climatology relative to the United States will be examined in the context of extreme weather and alternative energy source potential. Core Curriculum Component: None Prerequisite(s): None MDC141CE Introduction to Cultural Anthropology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC158CE Political Patterns and Processes 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC190CE Educational Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC200CE Introduction to Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC201CE Legal Environment of Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 155 Augsburg College 2015-2016 Course Descriptions MDC204CE History of Rock & Roll 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC210CE Educational Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC211CE Foundations in Women's Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC222CE History of the United States Since 1865 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC225CE Creative Writing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC226CE Human Relations in Business 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC231CE Language and Power 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC240CE Introduction to Literary Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None 156 Augsburg College 2015-2016 Course Descriptions MDC241CE Introduction to Cinema Arts 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC242CE Humanities: Baroque to Modern 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC251CE Environmental Science w/Lab 3 Semester Credits IHCC Course Equivalent - BIOL 1117 Environmental Science (with lab) Introduces non-majors or majors to fundamental concepts in ecology focusing on man's increasing impact and exploitation of the environment stressing the limits of the biosphere with respect to resources, energy, and pollution. Activities will include discussion, group activities, guest speakers and films. One semester credit of lab included. Core Curriculum Component: None Prerequisite(s): None MDC252CE Principles of Marketing 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC253CE Chinese Literature 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC254CE Interpersonal Communication 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC255CE Small Group Communication 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MDC256CE Comparative Religions 157 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits This course examines the role and functions of religion in society and religious and philosophical concepts. The class will introduce selected world religious traditions and cultures through exploring the history and key teachings of the religions, examining ways of being religious in various traditions, reading various texts and anthropological sources, class presentations, and lecture. Religions studied include Polytheistic and Monotheistic religions, as well as the major religions of Hinduism, Buddhism, Judaism, Christianity and Islam. The class will discuss how major world religions respond to contemporary social/global issues. Eqivalent to IHCC Course HIST 2125 History of World Religions: Ancient to Modern Time 4 cr Compares and contrasts the history of the values, beliefs and world views associated with world religious faiths, practices and institutions from ancient to contemporary times. Topics include: Views of creation, time and death, good and evil, the relation to art, relation to political power, and role in social and cultural conflict. Core Curriculum Component: None Prerequisite(s): None MDC265CE Social Inequalities 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS MIS260 Problem Solving for Business 4 Semester Credits This course applies advanced software capabilities like macros, Solver, and Scenario Manager in Microsoft Excel as well as other simulation and decision support tools for problem solving in business through the use of realistic business cases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MIS264 Statistical Literacy for Managers 4 Semester Credits Critical thinking about statistics as evidence for management decisions. Analysis of business cases involving non-financial data. Focus on predicting, understanding, and managing variation: modeling, sampling, optimizing, etc. Reviews descriptive and inferential statistics. Uses spreadsheets for statistical analysis (trends and confidence intervals). Includes the generation and analysis of survey data. Uses Monte Carlo simulation in business forecasting. Communicate results in a form that facilitates decisions by non-quantitative managers. Attention to alternate choices, sub-optimization, and unanticipated onsequences. Optional topics include process control, six-sigma, data mining, and dashboard metrics. Additional evening sessions are required. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); MIS260(Problem Solving for Business) MIS270 Data Management for Business 4 Semester Credits Introduces the concepts of data modeling, database structures, and relational databases. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) 158 Augsburg College 2015-2016 Course Descriptions MIS295 Topics 4 Semester Credits Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and readings in the area of management information systems. Core Curriculum Component: None Prerequisite(s): None MIS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MIS375 E-Commerce 4 Semester Credits This course provides broad based and balanced coverage of both the strategic business and technology elements of ecommerce. This course presents concepts and skills for the strategic use of e-commerce and related information system technologies. Students will examine current technology solutions to issues surrounding business-to-business, businessto consumers, and intra-organizational trade. Includes study of network, database and programming concepts and an examination of e-commerce in altering the structure of entire industries. (Note that this is not a programming or web development course). Core Curriculum Component: None Prerequisite(s): 1 of BUS200(Exploring Business as a Vocation), BUS242(Principles of Management), MKT252(Principles of Marketing); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MIS376 Project Management 4 Semester Credits Develops project management skills needed to initiate, plan, execute, control, and close projects. Combines theories, techniques, group activities, and computer tools such as Microsoft Project. Emphasizes technical and communications skills needed to manage inevitable changes. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business) MIS379 Quantitative Methods for Business and Economics 4 Semester Credits How to read and interpret data to make better business decisions. Topics include descriptive statistics and statistical inference (confidence intervals and statistical significance). Software used is either Minitab or Excel. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MAT171(Discrete Mathematics For Computing), MPL(Math Placement Group); MIS260(Problem Solving for Business) MIS475 Systems Analysis and Design 159 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Develops skills in using systems development methodologies and Computer Aided Software Engineering (CASE) tools. Techniques used include data and process modeling, file and database design, and user interface design. A course-long project is used to complete a rudimentary system design. Core Curriculum Component: None Prerequisite(s): MIS260(Problem Solving for Business), MIS270(Data Management for Business), MIS375(E-Commerce) MIS476 Information Systems Projects 4 Semester Credits Skills developed in previous courses are used to complete an actual project of systems analysis and design. Core Curriculum Component: None Prerequisite(s): 1 of MIS175(Principles of Computing for Business), MIS260(Problem Solving for Business), MIS360(Problem Solving for Business); 1 of MIS270(Data Management for Business), MIS370(Advanced Computing For Business); MIS375(E-Commerce), MIS376(Project Management), MIS475(Systems Analysis and Design) MIS479 Business Analytics 4 Semester Credits Multivariate modeling of business-related programs using computer software. Focuses on model assumptions, variability explained, statistical significance, and confounding. Models studied in depth include: A/B testing, multivariate regression, logistic regression, and Monte-Carlo simulation using @Risk. Other models include: cluster and correlation analysis; classification and discriminant analysis; and ANOVA. Students will learn the power and limitations of each model studied. Core Curriculum Component: None Prerequisite(s): 1 of MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics) MIS495 Topics 4 Semester Credits Lectures, discussions, and meetings with members of the staff or visiting faculty regarding research methodology and current problems and policies. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) MIS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT MKT252 Principles of Marketing 4 Semester Credits 160 Augsburg College 2015-2016 Course Descriptions Principles of basic policy and strategy issues in marketing. Legal, ethical, competitive, behavioral, economic, and technological factors as they affect product, promotion, marketing channel, and pricing decisions. Core Curriculum Component: None Prerequisite(s): None MKT299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT350 Consumer Behavior 4 Semester Credits Consumer behavior theories and principles as they apply to the consumer decision-making process. Impact of attitudes, values, personality, and motivation on individual decision processes. Analysis of cultural, ethnic, social class, family, and purchase situation influences. Application to everyday purchasing situations. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT352 Marketing Research and Analysis 4 Semester Credits Research process as an aid to decision making. Emphasis on development of research proposal, methodology, and collection and analysis of data. Core Curriculum Component: None Prerequisite(s): 1 of MAT163(Introductory Statistics), MIS264(Statistical Literacy for Managers), MIS379(Quantitative Methods for Business and Economics), PSY215(Research Methods and Statistics I), SOC362(Statistical Analysis); MKT252(Principles of Marketing) MKT354 Sales Management 4 Semester Credits Formulation, implementation, evaluation and control of sales force programs designed to carry out marketing objectives. Management of sales force recruitment, departmental structure, training, motivation, territory allocation, quotas, and compensation. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT355 Marketing Communications 4 Semester Credits Integration of advertising, public relations, sales promotion design, evaluation, and personal selling into a coherent promotion mix. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT357 161 Augsburg College 2015-2016 Course Descriptions Advertising 4 Semester Credits Introduction to print, broadcast, and Web-based advertising and promotion as important elements in modern marketing and communications. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MKT450 Marketing Management 4 Semester Credits Application of marketing concepts to day-to-day strategies and long-term planning issues; development and implementation of marketing plans. Core Curriculum Component: None Prerequisite(s): 1 of MKT355(Marketing Communications), MKT357(Advertising); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MKT252(Principles of Marketing), MKT352(Marketing Research and Analysis) MKT466 International Marketing 4 Semester Credits Examination of issues and activities unique to marketing in an international setting. Emphasis on adaptation of a marketing mix according to the international marketing environment. Core Curriculum Component: None Prerequisite(s): MKT252(Principles of Marketing) MKT495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) ML ML505 Foundations of Leadership 3 Semester Credits This course is designed to provide a common foundation for the Master of Arts in Leadership program; laying the groundwork for both the study of leadership and enhancing the capacity to lead. As an introduction to selected concepts of leadership, this course provides a historical and philosophical framework for the program. The student experience in Foundations of Leadership is defined by an exploration of leadership models and styles as they are exemplified in a variety of well-known texts. Core Curriculum Component: None 162 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None ML510 Visions of Leadership: A Historical and Literary Journey 3 Semester Credits Introduction to selected concepts of leadership, providing a historical and philosophical framework for the program. This course views the nature and purpose of leadership from a variety of disciplines and perspectives. Core Curriculum Component: None Prerequisite(s): None ML511 Creativity and the Problem-Solving Process 3 Semester Credits Exploration of creativity from the perspective of traditional aesthetics as well as contemporary organizational thinking. This course uses creativity as a method, and it examines techniques for solving problems in organizations, for enhancing innovation, and for seeking an integrative worldview. Core Curriculum Component: None Prerequisite(s): None ML512 Responsible Leadership for the 21st Century 3 Semester Credits The Augsburg mission statement sets forth the goals of educating students to be responsible leaders. By examining current social issues and through immersion in Augsburg’s Cedar-Riverside neighborhood, this course will explore qualities of responsible leadership. The other three pillars of the Augsburg mission will serve as a framework as we explore how critical thinking, informed citizenship and thoughtful stewardship shape a responsible leader. Core Curriculum Component: None Prerequisite(s): None ML514 Evaluating Empirical Research 3 Semester Credits Evaluation and documentation of programs, projects, and ideas as they relate to leadership theories and practice. Qualitative and quantitative tools will be discussed. Core Curriculum Component: None Prerequisite(s): None ML520 Self-Identity and Values: Keys to Authentic Leadership 3 Semester Credits Before you can successfully lead others, you need to know yourself and consciously choose how to live fully and authentically. Discovering who you are – at the core – will guide you in learning to find your way along your personal leadership path. The purpose of this course is to facilitate reflection that deepens your understanding of your commitments to relationships, work, and self, and how you can engage in conversations that enable you to lead a full, authentic life. To fulfill that purpose you will explore your own life – the factors that have influenced it, and what it can teach you about your calling and living an authentic life. You will also explore your vision for the future and how to make it reality. Core Curriculum Component: None 163 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None ML523 Leading Authentically 3 Semester Credits Authentic leaders understand their core values and align this knowledge with the organization in which they lead. In this course, students will articulate their leadership strengths, examine models of leadership, and explore organizational theories in order to develop a leadership plan that honors their authentic selves. Core Curriculum Component: None Prerequisite(s): None ML527 Spirituality and Leadership in the Workplace 3 Semester Credits The wide-ranging spirituality movement in the workplace is a notable feature of contemporary life. This course explores the dimensions of this trend and its implications for leadership through a variety of sources and perspectives. Core Curriculum Component: None Prerequisite(s): None ML530 Ethics in Communication 3 Semester Credits Interdisciplinary study of ethics and communication through the investigation of a variety of ethical perspectives within human communication. This course places particular attention on the use and abuse of communication in politics, advertising, and interpersonal relationships. It emphasizes sensitivity to ethical conflicts that arise in social and organizational settings. Core Curriculum Component: None Prerequisite(s): None ML531 Dynamics of Change 3 Semester Credits Effective leadership, by definition, involves social and organizational change. Beginning at the macro level of analysis and ultimately focusing on leading and responding to change in organizational settings, this course examines the paradigms, theories and practices that support successful leadership for change. Collaborative presentations provide an opportunity to apply course ideas to historical and contemporary issues. Core Curriculum Component: None Prerequisite(s): None ML535 Organization Theory and Leadership 3 Semester Credits In-depth exploration of organization theory plus related concepts, issues, and concerns. The course is designed to enable the student to acquire knowledge and develop skills in order to function as a responsible, ethical participant within various types of organizational structures and cultures. Core Curriculum Component: None Prerequisite(s): None ML536 164 Augsburg College 2015-2016 Course Descriptions Facilitating Organizational Change 3 Semester Credits This course will explore the impact of change on organizations, teams, and individuals. This course will prepare current and future leaders to effectively lead change efforts in their organizations. This leadership development will be accomplished through the study of several change management theories and frameworks. Moreover, application and evaluation of change management theories will be emphasized. Core Curriculum Component: None Prerequisite(s): None ML539 Communicating a Self in the Modern Organization 3 Semester Credits Understanding through reading, reflecting, and dialogue of the functions of communication in organizational settings with particular emphasis on the self-defining aspects of the social contract between the individual and the organization in a changing world. Supplementary reading packet, open dialogue, and individual projects. Core Curriculum Component: None Prerequisite(s): None ML540 Political Leadershp: Theory and Practice 3 Semester Credits Analysis of leadership perspectives in selected political systems and other organizations. Special focus on significant leadership theories and leaders, past and present. Most theories studied are interdisciplinary and relevant to business and nonprofit organizations as well as to politics. Core Curriculum Component: None Prerequisite(s): None ML545 Decision Making and Leadership 3 Semester Credits Review of the decision-making process—the setting, goals, and contingencies—as it affects leaders and leadership. Analysis of arguments and explanations; analysis of basic statistical concepts and their relationship to decision making. Assessment of major social decisions, past and present—their intentions, consequences, arguments, explanations, and justification. Core Curriculum Component: None Prerequisite(s): None ML548 Coaching and Consulting 3 Semester Credits The purpose of this course is to develop influence skills through the exploration and application of consulting and coaching practices. To fulfill that purpose participants will read the work of master consultants and coaches, develop a toolkit, practice consulting as both a consultant and a client, and reflect on these experiences to develop their own purpose, principles, and practices for influencing others. Core Curriculum Component: None Prerequisite(s): None ML550 165 Augsburg College 2015-2016 Course Descriptions Communication, Decision Making, and Technology 3 Semester Credits Analysis of the role various forms of digitally-mediated communication play in our society and how communication, decision making, and leadership have been altered by these technologies. Students examine how they can engage and manage these processes in their organizations. Core Curriculum Component: None Prerequisite(s): None ML553 Design and Leadership 3 Semester Credits A study of what leaders can learn from artists and designers. The place of aesthetics (look and feel) in today’s business environment; feeling and the emotions in leadership (Emotional Intelligence); "design" as a cognitive concept and its place in leadership. Core Curriculum Component: None Prerequisite(s): None ML557 Language of Leadership 3 Semester Credits Students analyze language from a variety of rhetorical and sociolinguistic perspectives and learn to make judgments about rhetorical and stylistic strategies. Topics include the use of language as an organizing principle for social interaction; speech act theory; strategies for giving effective directives; the creation and manipulation of style; the development of persuasive appeals; the protection of “face;” and strategies for maintaining personal relationships across hierarchical levels in organizations. Core Curriculum Component: None Prerequisite(s): None ML560 Cultural Competence and Effective Leadership 3 Semester Credits This course focuses on the ability to function and lead in culturally diverse contexts within the US. Goals include improved communication skills and interpersonal sensitivity, appreciation for the complexity of the racial and ethnic groupings, and awareness of key issues facing those groups. Core Curriculum Component: None Prerequisite(s): None ML563 Leadership in a Global Society 3 Semester Credits This class focuses on enhancing global leadership competencies, beginning with core concepts and personal assessments and concluding with a global leadership development project where learners demonstrate their ability to take theory to practice. Course activities include personal assessments, a critical review paper, a literature review, and a final project proposal paper in which all the elements come together. Core Curriculum Component: None Prerequisite(s): None ML565 166 Augsburg College 2015-2016 Course Descriptions Women and Leadership 3 Semester Credits A seminar exploring the theory and practice of women and leadership: entrepreneurial, political, and social. An interdisciplinary approach to issues of women and leadership. Topics include analysis of alternative approaches to leadership, women and careers, and women in society past and present. The course is intended to enhance the analytical and leadership skills of the participants. Core Curriculum Component: None Prerequisite(s): None ML570 Negotiation: Theory and Practice 3 Semester Credits An exploration of theories, strategies, and techniques of negotiation; overview of concepts and skills involved in negotiation as well as the context in which negotiation occurs. A special emphasis on the collective bargaining model with survey of examples of other types of negotiation. Core Curriculum Component: None Prerequisite(s): None ML574 Strategic Leadership 3 Semester Credits The course develops students’ ability to think strategically and lead organizations through planning and implementation. Application of models and concepts to examples and cases from real-life practice. Case studies, exercises, and readings cover practices in for-profit and nonprofit organizations. Core Curriculum Component: None Prerequisite(s): None ML575 Constructive Conflict Resolution 3 Semester Credits Course description: This class addresses conflict from the perspective of one’s personal life, the workplaces and the world. The course teaches how people are affected by different types of conflict and how to assure constructive outcomes. Coursework includes reading assignments, class discussion and role plays, two papers that analyze and resolve conflict situations, and a final paper incorporating all elements of constructive conflict resolution. Core Curriculum Component: None Prerequisite(s): None ML576 Leading Innovation 3 Semester Credits Course description: Innovation is “people creating value through the implementation of new ideas” (Innovation Network). This course explores what is involved in providing quality leadership that helps create, lead and assess innovations within either corporate or nonprofit organizations. It provides a brief overview of the history of innovation and then will focus on what is involved in successfully leading innovation efforts. Core Curriculum Component: None Prerequisite(s): None ML577 167 Augsburg College 2015-2016 Course Descriptions Universal Responsibility and Leadership: A Nicaraguan Experience 3 Semester Credits The exploration of universal responsibility, conceptually and experientially. Course consists of a seminar in Minneapolis and one or two weeks in Nicaragua. The Nicaraguan portion includes meetings with leaders, a homestay in the twoweek option, and visits to multiple sites and organizations. Topics such as Nicaraguan history, politics, indigenous cultures, poverty, health care, literacy, the arts, business foreign investment, and relations with the US government and nonprofit organizations are explored. Special fees apply. Core Curriculum Component: None Prerequisite(s): None ML580 Colloquium on Contemporary Theories of Leadership 3 Semester Credits Selected contemporary theories of leadership plus a case study on a prominent leader. Student must earn a grade of 3.5 to have this course be counted as one of the final projects under Plans B, C, D. The student must attain a 3.5 within three academic terms (including the term the course is given) or receive a 0.0 for the course. (Prereq: at least one year course work in MAL and ML510) Core Curriculum Component: None Prerequisite(s): ML510(Visions of Leadership: A Historical and Literary Journey) ML585 Integrating the Theory and Practice of Responsible Leadership 3 Semester Credits This Seminar provides a culminating learning experience for participants in the program who have completed all other degree requirements. Students will deepen their understanding of the major leadership theories, advance their critical analysis skills, and synthesize their comprehension of the nature of leadership, how leadership is known, and how leadership manifests itself in practice. This integration and synthesis of learning will be demonstrated through critical reading, writing, and dialogue. Core Curriculum Component: None Prerequisite(s): None ML588 Final Project Seminar: Action Research 3 Semester Credits In this course students who are pursuing the cohort program will have the opportunity to write their final project doing action research on their own organization. Core Curriculum Component: None Prerequisite(s): None ML589 Comprehensive Exam Seminar 3 Semester Credits This course is a completion option for the Master of Arts in leadership. Students prepare for the examination series-oral, written, and take-home-through discussion, readings, and critical analysis in the seminar. It must be the final course taken in the program; no other course may be taken at the same time. Core Curriculum Component: None Prerequisite(s): None 168 Augsburg College 2015-2016 Course Descriptions ML592 Thesis/Leadership Applied Project Consultation I 3 Semester Credits Independent thesis/leadership applied project research under the guidance of an academic adviser. Core Curriculum Component: None Prerequisite(s): None ML593 Thesis/Leadership Applied Project Consultation II 3 Semester Credits Completion of the thesis/leadership applied project under the guidance of an academic adviser Core Curriculum Component: None Prerequisite(s): None ML597 Non-Thesis Independent Project 3 Semester Credits Major written project in consultation an academic adviser. The research is presented in a colloquium. Core Curriculum Component: None Prerequisite(s): None ML598 Independent Study 3 Semester Credits Provides directed independent study in an area of the student’s choice. Open to students who have completed at least three courses with a grade of at least 3.0. Students must complete a Proposal for Independent Study and have it signed by the supervising instructor. Proposals must be approved by the MAL program director prior to registration for the course. Students may not take more than one independent study course. Core Curriculum Component: None Prerequisite(s): None ML599 Topics 3 Semester Credits Study of selected topics in leadership that are not treated extensively through current course offerings. Specific topics will be published prior to registration. Core Curriculum Component: None Prerequisite(s): None ML998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUE MUE111 169 Augsburg College 2015-2016 Course Descriptions Augsburg Choir 1 Semester Credits Praised for its high level of musicianship, this ensemble performs diverse repertoire including compositions by wellknown Scandinavian and American composers as well as a wide variety of music from throughout the world. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE112 Riverside Singers 1 Semester Credits The Riverside Singers, directed by Nancy Grundahl, carry on the long tradition of treble choirs at Augsburg College. This ensemble sings a wide range of repertoire, participates in Vespers and Women’s Voice festival and teaches all its members principles of healthy singing and good choral musicianship. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used toward graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE113 Vocal Chamber Music 0 Semester Credits This performance-based course introduces singers to a range of music composed for small groups of singers and/or instrumentalists. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE114 Masterworks Chorale 1 Semester Credits Celebrating its 19th anniversary of performances under founder and director Peter Hendrickson, the Masterworks Chorale of Augsburg, is a unique mix of auditioned Augsburg College day students, Weekend College students, faculty, staff, alumni and community friends. This ensemble performs masterpieces for choir and orchestra and continues to establish itself as a dynamic choral ensemble in the Twin Cities. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE115 Cedar Singers 1 Semester Credits The Cedar Singers, directed by Dale Kruse, embraces a wide variety of music, from sacred chant and masterworks for men’s voices to spirituals and pop songs. The choir is also focused on celebrating the camaraderie and beauty of male choral singing. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. 170 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Fine Arts Prerequisite(s): None MUE121 Orchestra 1 Semester Credits The Augsburg Symphony Orchestra was formed to explore music from every style and period, and the group has played everything from settings of traditional Chinese songs and Renaissance masses to jazz standards. Since 2005 conductor Douglas Diamond has worked to build a collegiate symphonic ensemble and the group’s repertoire has included accessible masterpieces such as symphonies by Beethoven and Schubert. The students’ study of these styles is enhanced by private lessons with the Augsburg music faculty. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE122 String Chamber Music 0 Semester Credits This performance-based course introduces string players to a range of music composed for one string player per part, and may include duos, trios and string quartets as well as music written for strings in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE125 Guitar Chamber Music 0 Semester Credits This performance-based course introduces guitar students to a range of music composed for one guitar per part and may include duos, trios and quartets as well as music for guitar combined with other instrumentalists or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE131 Woodwind Chamber Music 0 Semester Credits This performance-based course introduces woodwind players to a range of music composed for one wind player per part and may include duos, trios or woodwind quintets as well as music for winds in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE141 Concert Band 1 Semester Credits 171 Augsburg College 2015-2016 Course Descriptions The Augsburg Concert Band, directed by Dr. Michael Buck, is a 60-member symphonic band, performing wind band music of a high artistic level. The group has performed and toured extensively throughout the United States and to numerous international destinations. To meet the LAF Fine Arts requirement, students must register for 1 credit for 4 consecutive semesters. A maximum of 8 credits may be used towards graduation. Auditions are scheduled the first week of the fall semester or by contacting the director. Core Curriculum Component: Fine Arts Prerequisite(s): None MUE142 Brass Chamber Music 0 Semester Credits This performance-based course introduces brass players to a range of music composed for one brass player per part, and may include duos or brass quintet music, as well as music for brass in combination with other instrumentalists and/or singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE143 Jazz Ensemble 1 Semester Credits The Augsburg Jazz Ensemble is a group that performs extensively in a wide variety of venues. The literature performed reflects the cultural diversity and historical context of jazz. Placement is by audition or by arrangement with the director. Preference is given to Concert Band members. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None MUE144 Percussion Chamber Music 0 Semester Credits This performance-based course introduces percussionists to a wide range of music composed for one player per part, and may include duos, trios or quartets as well as works for percussion ensemble. Led by studio instructor Matt Barber, in recent years the group has given its own annual concert of diverse repertoire, instrumentation and musical styles. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE145 Piano Chamber Music 0 Semester Credits This performance-based course introduces piano students to a range of music composed for one performer per part, and may include piano duos, trios or music that combines the piano with other instruments and singers. This course fulfills the small ensemble requirement for music majors, and is open to non-music majors by permission of the instructor. Core Curriculum Component: None Prerequisite(s): None MUE294 172 Augsburg College 2015-2016 Course Descriptions Opera Workshop 4 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): None MUE494 Advanced Opera Workshop 1 Semester Credits Experience the process of preparation, rehearsal, and performance of operatic repertoire. Core Curriculum Component: None Prerequisite(s): MUE294(Opera Workshop) MUP MUP111 Performance Study: Voice 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP114 Performance Studies: Voice 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUP116 Performance Study: Electric Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP121 Performance Study: Violin 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. 173 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None MUP122 Performance Study: Viola 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP123 Performance Study: Cello 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP124 Performance Study: Bass 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP131 Performance Study: Oboe 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP132 Performance Study: Bassoon 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit 174 Augsburg College 2015-2016 Course Descriptions (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP133 Performance Study: Clarinet 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP134 Performance Study: Saxophone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP135 Performance Study: Flute 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP137 Performance Study: Horn 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP141 Performance Study: Trumpet 0 Semester Credits 175 Augsburg College 2015-2016 Course Descriptions These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP142 Performance Study: Trombone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP143 Performance Study: Baritone 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP144 Performance Study: Tuba 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP152 Performance Study: Piano 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP159 Piano Accompanying 176 Augsburg College 2015-2016 Course Descriptions 0 Semester Credits This offering is an opportunity for music majors to receive individual weekly coaching with one of Augsburg’s piano faculty or staff accompanists, and is highly recommended for students preparing for recitals, auditions, or special performance projects. Registration requires pre-notification/approval from the appropriate coach. MUP fee schedule applies (see the Music Department Student Handbook) Core Curriculum Component: None Prerequisite(s): None MUP161 Performance Study: Guitar 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP171 Performance Study: Percussion 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP181 Performance Study: Organ 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP191 Performance Study: Harp 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP192 177 Augsburg College 2015-2016 Course Descriptions Performance Study: Improvisation 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP193 Performance Study: Composition 0 Semester Credits These courses are available for qualified liberal arts students with some prior training in music; music minors; and music majors in their first and second years of study. MUP 1xx-level courses can be repeated and are available for 1 credit (half-hour lesson); 2 credit (one-hour lesson) and 0 credit (half-hour lesson). Registration is by Add/Drop form and requires a signature. Core Curriculum Component: None Prerequisite(s): None MUP311 Performance Study: Voice 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP316 Performance Study: Electric Bass 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP321 Performance Study: Violin 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP322 Performance Study: Viola 178 Augsburg College 2015-2016 Course Descriptions 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP323 Performance Study: Cello 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP324 Performance Study: Bass 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP331 Performance Study: Oboe 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP332 Performance Study: Bassoon 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP333 Performance Study: Clarinet 0 Semester Credits 179 Augsburg College 2015-2016 Course Descriptions These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP334 Performance Study: Saxophone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP335 Performance Study: Flute 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP337 Performance Study: Horn 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP341 Performance Study: Trumpet 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP342 Performance Study: Trombone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) 180 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP343 Performance Study: Baritone 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP344 Performance Study: Tuba 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP352 Performance Study: Piano 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP361 Performance Study: Guitar 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP371 Performance Study: Percussion 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) 181 Augsburg College 2015-2016 Course Descriptions MUP381 Performance Study: Organ 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP391 Performance Study: Harp 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP392 Performance Study: Improvisation 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUP393 Performance Study: Composition 0 Semester Credits These courses consist of a one-hour weekly, individual lesson designed for music majors. (Prereq.: at least four semesters of MUP 1xx or its equivalent; a sophomore/transfer music major jury; an approved Music Department degree application) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS MUS101 Materials of Music I 2 Semester Credits Notation, scales, intervals, triads, keyboard harmony, and principles of part writing. (Prereq.: Theory Placement Test) Core Curriculum Component: Fine Arts Prerequisite(s): None MUS102 Materials of Music II 2 Semester Credits 182 Augsburg College 2015-2016 Course Descriptions Diatonic harmony, secondary dominants, and simple modulations. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I) MUS105 The Music Business 4 Semester Credits An introduction to the music industry. Topics include copyright, licensing, contracts, publicity, and marketing. Other topics include the record industry, agents, and managers. Musical genres and historical periods are compared and analyzed. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None MUS111 Aural Skills I 2 Semester Credits In this course students will strengthen their listening skills by aurally identifying intervals, chords, scales, and pitch relationships. Core Curriculum Component: Fine Arts Prerequisite(s): MUS101(Materials of Music I) MUS112 Aural Skills II 2 Semester Credits Development of listening and reading skills to parallel progress in MUS 102. Core Curriculum Component: None Prerequisite(s): MUS111(Aural Skills I) MUS130 Introduction to Music in the Fine Arts 4 Semester Credits E.D. Hirsch describes cultural literacy as “the network of information that all competent readers possess.” This course draws students into that information web using the history of Western art music as the thread that ties culture together from the Middle Ages to the present. A “top ten of the last millennium” will provide mileposts for understanding music in social context. Live performance will be a feature of this course. Evaluation of student work will include short essay papers, several quizzes, and a midterm and final examination. The ability to read music is not required. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS135 Class Piano 1 1 Semester Credits This course is designed for beginning pianists with minimal piano training. The course will teach basic piano skills in the areas of sightreading; scales and chords progressions; improvisation; and repertoire from a variety of styles. The class will use and apply many of the concepts, terms, and ideas taught in MUS 101/111. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I) 183 Augsburg College 2015-2016 Course Descriptions MUS136 Class Piano 2 1 Semester Credits This course is a continuation of MUS 135: Class Piano 1, and will build on the skills introduced in these classes. The course is designed for students with some prior piano and music theory training and/or students who have completed a class piano course. (Prereq.: Theory Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS155(Class Piano) MUS152 Class Voice 1 Semester Credits Fundamentals of tone production and singing. Core Curriculum Component: None Prerequisite(s): None MUS158 Class Guitar 1 Semester Credits Beginning techniques of classic guitar. Core Curriculum Component: None Prerequisite(s): None MUS160 Fundamentals of Music 4 Semester Credits Introduction to the basic elements of Western musical notation (pitch, rhythm, meter, intervals, major and minor scales, key signatures, and chords). Students will develop basic aural and keyboard skills, identify typical compositional forms in popular and classical music. Students write their own composition for the final project. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS162 Entrepreneurship for Creative Businesses 2 Semester Credits This course provides students who are interested in careers in the arts, music, or entertainment an opportunity to explore the skills needed to operate their own creative business, discover alternatives to the standard career paths in the creative arts, and how to turn a creative passion into a career. Core Curriculum Component: None Prerequisite(s): None MUS201 Materials of Music III 2 Semester Credits Continuation of MUS 102 with chromatic harmony and modulation. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II) 184 Augsburg College 2015-2016 Course Descriptions MUS202 Form and Analysis 2 Semester Credits Musical structures of common practice period and introduction to 20th-century practice. Core Curriculum Component: None Prerequisite(s): MUS201(Materials of Music III), MUS211(Aural Skills III) MUS205 Legal Issues in Music, Entertainment, and the Arts 4 Semester Credits This course examines the fundamental legal and ethical issues encountered by artists and professionals in the creative industries and how the law affects consumers, business relationships, and the economy. Topics include copyright, piracy, trademark, liability, 1st Amendment issues, publicity rights, unions, royalties, Performing Rights Organizations, the Talent Agency Act, and conflicts of interest. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS211 Aural Skills III 2 Semester Credits Melodic, harmonic dictation, and sight singing to parallel progress in MUS 201. Core Curriculum Component: None Prerequisite(s): MUS112(Aural Skills II) MUS212 Aural Skills IV 2 Semester Credits Further development of listening skills to parallel progress in MUS 202. Core Curriculum Component: None Prerequisite(s): MUS211(Aural Skills III) MUS220 Worlds of Music 4 Semester Credits A survey of non-Western music, this course explores diverse musical styles and instruments from many cultures. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS221 Introduction to Music Technology 2 Semester Credits Explore aspects of integrating (electronic and information) technology into music performance and music education activities. Topics include selecting, preparing, utilizing and evaluating technology tools such as software, hardware, and related products. Emphasis on combining engaging and effective instructional pedagogy practices with music content knowledge. Technologies include tools for general productivity, music notation, music performance, music assessment, music production and emerging digital teaching and learning. Core Curriculum Component: None 185 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of MUE111(Augsburg Choir), MUE112(Riverside Singers), MUE114(Masterworks Chorale), MUE115(Cedar Singers), MUE121(Orchestra), MUE141(Concert Band), MUS101(Materials of Music I) MUS231 History and Literature of Music I 4 Semester Credits An intensive survey of the evolution of music from antiquity to 1750, studying music in its historical and cultural contexts as well as basic knowledge of repertory. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS232 History and Literature of Music II 4 Semester Credits Continuation of MUS 231 from 1750 to the present. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS102(Materials of Music II), MUS201(Materials of Music III) MUS234 Church Music and Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II) MUS235 Skills of Music Theater 4 Semester Credits This course provides an interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS237 Class Piano 3 1 Semester Credits This course is a continuation of Class Piano 1 and 2 and is designed for students with solid piano training (prior to Augsburg) and/or students who have completed MUS 135 and MUS 136. (Prereq.: Placement Test and/or permission of instructor) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano) MUS238 186 Augsburg College 2015-2016 Course Descriptions Class Piano 4 1 Semester Credits This course is a continuation of MUS 237: Class Piano 3. At the conclusion of this course students should have a command of the skills required for the piano proficiency exam. (Prereq.: Placement Test) Core Curriculum Component: None Prerequisite(s): 1 of MUS135(Class Piano 1), MUS136(Class Piano 2), MUS155(Class Piano), MUS237(Class Piano 3) MUS241 History of Jazz 4 Semester Credits This course is a study of the musical elements, cultural perspectives, and the historical developments of jazz. Many styles of jazz are examined including early New Orleans Dixieland, swing, cool, jazz/rock/fusion, ragtime, bop, and progressive jazz. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS245 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): 1 of BUS105(MUSIC Marktn Promotn Publish Recor), MUS105(The Music Business) MUS251 English Diction 1 Semester Credits Intensive course covering basic singing pronunciation of English through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS252 Italian Diction 1 Semester Credits Intensive course covering basic singing pronunciation of Italian through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS253 German Diction 1 Semester Credits 187 Augsburg College 2015-2016 Course Descriptions Intensive course covering basic singing pronunciation of German through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS254 French Diction 1 Semester Credits Intensive course covering basic singing pronunciation of French through the study of the art song repertoire. Includes regular class performances and phoneticization of texts using the International Phonetic Alphabet. Required for vocal performance majors and music education majors. Core Curriculum Component: None Prerequisite(s): None MUS271 Introduction to Music Therapy 2 Semester Credits Study of non-symphonic instruments, Orff-Shulwerk, applications of recreational music activities to clinical settings, and acquisition of skills in improvisation. Includes on-campus practicum with children. Core Curriculum Component: None Prerequisite(s): None MUS272 Human Identity through the Creative Arts 4 Semester Credits A study of the aesthetic expression and experience as they relate to human identity, with an emphasis on psychological, cultural, and biological aspects of musical behavior. An understanding of the relationships of the creative therapies of art, music, drama, and movement. Core Curriculum Component: Fine Arts Prerequisite(s): None MUS274 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None MUS275 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. No course credit. Core Curriculum Component: None Prerequisite(s): None 188 Augsburg College 2015-2016 Course Descriptions MUS290 History of Caribbean Music 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None MUS295 Topics 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS311 Composition I 2 Semester Credits This course teaches the ranges and characteristics of voices and orchestral instruments, standard notation and score layout. Student will also study related 20th-century literature. Core Curriculum Component: None Prerequisite(s): MUS202(Form and Analysis), MUS212(Aural Skills IV) MUS312 Composition II 2 Semester Credits This course introduces contemporary approaches to melody, harmony, tonality, rhythm, and form. Atonality, serialism, indeterminacy, electronic music, minimalism, decategorization and related literature are also explored. Core Curriculum Component: None Prerequisite(s): MUS311(Composition I) MUS331 Music of the Baroque Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Baroque Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. 189 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS332 Music of the Classical Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Classical Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS333 Music of the Romantic Era 2 Semester Credits This course explores the music, cultural trends, and composers associated with the Romantic Era. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS334 Music of the 20th Century 2 Semester Credits This course explores the music, cultural trends, and composers associated with the 20th Century. Representative repertoire is studied in conjunction with the cultural forces and ideas that help shape the music. Music majors will have an opportunity to integrate their liberal arts education, knowledge of music theory and history, and writing skills through a major research paper. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS335 Music Business 4 Semester Credits This course focuses on the recording industry. Topics include publishing, licensing, record label operations, music industry contracts, DIY record releases, performing rights organizations, distribution, and social media. Musical genres and historical periods are compared and analyzed. Core Curriculum Component: None 190 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS336 Arts Management and Concert Promotion 4 Semester Credits A study of the role of the artist manager in career development and the role of the arts administrator in the management of performing arts projects and organizations. Factors affecting trends and earnings, challenges within the industry, and differentiation between the for-profit and non-profit sectors are discussed. Emphasis is placed on developing a working vocabulary of industry topics and in benefiting from practical field experience. Core Curriculum Component: None Prerequisite(s): MUS205(Legal Issues in Music, Entertainment, and the Arts) MUS340 Music Therapy Techniques and Materials I 2 Semester Credits This course will introduce students to primary instruments used in music therapy sessions. Classes will focus on skill development in accordance with AMTA standards. The course will emphasize functional playing skills as well as song composition and group leading. Core Curriculum Component: None Prerequisite(s): None MUS341 Basic Conducting 2 Semester Credits Study of fundamental conducting patterns and baton technique, score analysis and preparation, rehearsal techniques, basic nomenclature. Core Curriculum Component: None Prerequisite(s): MUS101(Materials of Music I), MUS111(Aural Skills I), MUS231(History and Literature of Music I) MUS342 Choral Conducting 2 Semester Credits Choral literature and organization, vocal methods and voice selection, advanced conducting techniques with class as the choir. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS344 Instrumental Conducting 2 Semester Credits Preparation of and conducting instrumental literature, advanced conducting techniques, organization of instrumental ensembles. Core Curriculum Component: None Prerequisite(s): MUS341(Basic Conducting), MUSICADMIT(Music Department Admission) MUS345 Music Therapy Techniques and Materials II 2 Semester Credits 191 Augsburg College 2015-2016 Course Descriptions This experiential course introduces improvisation and uses the skills acquired inMusic Therapy Techniques and Materials I. Core Curriculum Component: None Prerequisite(s): None MUS355 Music Methods: Strings 2 Semester Credits This methods course introduces string instrument performance techniques and problems. Students will perform on violin/viola, cello, and double bass. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS356 Music Methods: Brass and Percussion 2 Semester Credits This methods course introduces brass/percussion performance techniques and problems. Students will perform on at least one brass instrument and snare drum. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS357 Music Methods: Woodwinds 2 Semester Credits This methods course introduces woodwind performance techniques and problems. Students will perform on flute, one single reed instrument, and one double reed instrument. Other topics include performance practice, instructional pedagogy, instructional materials, solo and ensemble repertoire, and integration of music technology. Core Curriculum Component: None Prerequisite(s): None MUS358 Junior Recital 0 Semester Credits One-half hour recital at repertoire level III for music education majors; one hour recital at level IV for music performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS359 Music Methods: Vocal 2 Semester Credits This methods course introduces choral/vocal performance techniques and problems. Students will perform vocal solo and ensemble repertoire. Other topics include performance practice, instructional pedagogy, physiological mechanics of singing, and instructional materials. Core Curriculum Component: None 192 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None MUS363 Expressive and Creative Arts in Healing 4 Semester Credits An experiential approach to healing through music, art, drama, dance, and movement. Consultants will describe and demonstrate specific specialties in expressive and creative arts, as used in therapy. Core Curriculum Component: None Prerequisite(s): None MUS372 Psychological Foundations of Music I 4 Semester Credits An objective approach to musical stimuli and response, with an emphasis on acoustics and sociopsychological aspects of music. An understanding of the research process and development of an experimental research project. Core Curriculum Component: None Prerequisite(s): 1 of PSY215(Research Methods and Statistics I) *concurrent registration is acceptable*, SOC362(Statistical Analysis) *concurrent registration is acceptable*; 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) MUS373 Psychological Foundations of Music II 4 Semester Credits Implementation of group and individual research projects, emphasis on a multidisciplinary approach to music therapy. Theories of learning music, musical talent, and performance. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) MUS374 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS375 Music Therapy Practicum 0 Semester Credits Volunteer work in a clinical setting acquiring clinical skills in leadership, observation, and functional music skills including improvisation. Two hours per week. Core Curriculum Component: None Prerequisite(s): None MUS392 Topics 4 Semester Credits 193 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None MUS397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None MUS408 Current and Future Issues in the Music Industry 2 Semester Credits A look at current and emerging trends in the music industry. Students will analyze case studies, the latest music industry research, and readings that examine different stake holders' perspectives of the current state of the industry. Core Curriculum Component: None Prerequisite(s): MUS162(Entrepreneurship for Creative Businesses), MUS205(Legal Issues in Music, Entertainment, and the Arts), MUS335(Music Business), MUS336(Arts Management and Concert Promotion) MUS435 Voice Repertoire 2 Semester Credits A survey of standard art song repertoire from Eastern and Western Europe, Russia, Scandinavia, and the Americas. Includes listening, writing, and performance. Required for vocal performance majors. Core Curriculum Component: None Prerequisite(s): MUS251(English Diction), MUS252(Italian Diction), MUS253(German Diction), MUS254(French Diction) MUS436 Piano Repertoire 2 Semester Credits This course introduces students to a wide variety of music written for keyboard instruments from the 17th century to the present. Core Curriculum Component: None Prerequisite(s): MUS231(History and Literature of Music I), MUS232(History and Literature of Music II) MUS456 Piano Pedagogy 194 Augsburg College 2015-2016 Course Descriptions 2 Semester Credits This course introduces students to various ideas, tools, methodologies, and resources associated with piano teaching. Students will apply what they learn in class to actual teaching experiences through a community service-learning requirement. This course fulfills the Augsburg Experience requirement. Core Curriculum Component: None Prerequisite(s): None MUS458 Senior Recital 0 Semester Credits One-half hour recital for B.A. Music and B.S. Music Therapy majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS459 Senior Recital 0 Semester Credits One hour recital for B.M. Music Education and B.M. Music Performance majors. Studio instructor may request a recital preview. Core Curriculum Component: None Prerequisite(s): None MUS474 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS475 Music Therapy Practicum 1 Semester Credits Volunteer work under the supervision of a Board Certified Music Therapist. Two hours per week. Core Curriculum Component: Augsburg Experience Prerequisite(s): 3 of MUS274(Music Therapy Practicum), MUS275(Music Therapy Practicum), MUS374(Music Therapy Practicum), MUS375(Music Therapy Practicum); MUSICADMIT(Music Department Admission) MUS480 Music Therapy Senior Seminar 4 Semester Credits Class discussions of theories and research as they apply to therapeutic settings, including discussion of professional ethics. A holistic approach to therapy with music. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): None MUS481 Music Therapy Clinical Internship 195 Augsburg College 2015-2016 Course Descriptions 0 Semester Credits Full-time placement in an AMTA-approved internship site for six months (minimum 1,020 hours toward the AMTA required total of 1,200 hours). Application for internship must be made nine months in advance. (Prereq.: Completion of all graduation requirements) Core Curriculum Component: None Prerequisite(s): MUSICADMIT(Music Department Admission) MUS496 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS498 Independent Study 2 Semester Credits Advanced research and projects not otherwise provided in the department curriculum. Core Curriculum Component: None Prerequisite(s): None MUS499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None MUS510 Advanced Music Therapy Theory 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of music therapy theories and approaches. Application of current music therapy theories and approaches in a variety of client-based settings will further foster acquisition of advanced practice skills. Practice synthesizing and translating research surrounding various music therapy approaches into evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS511 Advanced Music Therapy Clinical Practicum 0 Semester Credits In this course, students will be advancing their clinical practice skills by gaining experience in community practice and practicum settings. The course will incorporate completing a thorough assessment, developing treatment plan and document therapeutic progress. Students will complete self-evaluations, reflect on clinical experiences, utilize evidencebased practice and complete a case study. Students will also engage in weekly group supervision and individual supervision through the practicum experience. Core Curriculum Component: None Prerequisite(s): 1 of MUS515(Advanced Music Therapy Clinical Practice I) *concurrent registration is required*, MUS520(Advanced Music Therapy Clinical Practice II) *concurrent registration is required*, MUS550(Music 196 Augsburg College 2015-2016 Course Descriptions Psychotherapy) *concurrent registration is required*, MUS560(Music and Imagery) *concurrent registration is required*, MUS570(Music, Neurology, and Physiology) *concurrent registration is required* MUS515 Advanced Music Therapy Clinical Practice I 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of receptive and re-creative music therapy methods. Application of receptive and re-creative methods will be explored through review of research literature, readings, discussions, and experiential exercises. These methods will be explored for use in a variety of client-based settings and through experiential learning exercises, to further foster acquisition of advanced practice skills. Core Curriculum Component: None Prerequisite(s): None MUS520 Advanced Music Therapy Clinical Practice II 3 Semester Credits This course provides a comprehensive overview and in-depth exploration of creative and improvisational music therapy methods for use in a variety of clinical settings. These methods will be explored through review of research literature, readings, discussions, and experiential exercises. Students will practice synthesizing and translating research surrounding various music therapy approaches into their own evidence based clinical practice. Core Curriculum Component: None Prerequisite(s): None MUS525 Cross-Cultural Awareness in Music Therapy 3 Semester Credits This course provides an in-depth exploration of specific needs of clients from various and diverse cultures and training in specialized music therapy approaches and methods. This course emphasizes developing the clinical understanding, acquisition and application of skills in various ethnic musical forms. Core Curriculum Component: None Prerequisite(s): None MUS530 Music Therapy Ethics 2 Semester Credits This course explores core concepts of the ethical decision-making process as it applies to music therapy practice, supervision and research. Course content includes a focus on self-awareness, values, professional competencies and self-care, client rights, relationships and boundaries, confidentiality and privacy, multicultural perspective and diversity issues, business conduct and digital and social media use. Core Curriculum Component: None Prerequisite(s): None MUS535 Music Therapy Supervision and Professional Development 2 Semester Credits This course provides an in-depth exploration of music therapy supervision, consultation and professional development. The course includes an overview of various theories and models of music therapy supervision, with a focus on maintaining effective supervisory relationships and evaluating supervisees. The course will also explore practices that foster self-care and professional development. 197 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None MUS540 Music Therapy Research I 3 Semester Credits This course will provide an overview of research in music therapy in medicine and healthcare. This will include opportunities for exploring music therapy theories, practice, and models for conducting research. Students will identify their own research interests and biases, as well as formulating research questions based on a review of the literature, their clinical practice, and experience. Models of quantitative research are examined, as well as identifying and developing and applying the skills necessary for conducting research. Core Curriculum Component: None Prerequisite(s): None MUS545 Music Therapy Research II 3 Semester Credits This course will provide an overview of qualitative and mixed methods research in music therapy in medicine and healthcare. This will include exploring the five approaches in qualitative research as well as models of mixed methods research. Current developments and issues in music therapy qualitative and mixed methods research will be reviewed and explored. Core Curriculum Component: None Prerequisite(s): None MUS550 Music Psychotherapy 2 Semester Credits Family psychotherapy sessions in a variety of clinical settings. Throughout the course, emphasis is on to the integration of receptive, re-creative, creative and improvisational methods as well as verbal processing techniques. Additionally, the course will focus on how songs and music are utilized as a means of assessment, treatment and evaluation in music psychotherapy practice. Core Curriculum Component: None Prerequisite(s): None MUS560 Music and Imagery 2 Semester Credits This course focuses on exploring the historical development of music and imagery, various theories, philosophies, and types of imagery, the relationship between music and imagery, and applying imagery techniques in a wide array of health care settings. Core Curriculum Component: None Prerequisite(s): None MUS570 Music, Neurology, and Physiology 2 Semester Credits This course will provide an overview of the theoretical foundations and latest research in music as it is related to neurology, neuropathology, and physiology. Explore the impact music has on the developing brain and throughout the 198 Augsburg College 2015-2016 Course Descriptions lifespan. Principles of Neurological Music Therapy (NMT) will be reviewed for patients with neurological impairment and utilized in cognitive and physical rehabilitation. The course will include an overview of NMT and various NMT techniques. This course builds on advanced clinical practice skills in music therapy. Core Curriculum Component: None Prerequisite(s): None NOR NOR111 Beginning Norwegian I 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 1 Prerequisite(s): None NOR112 Beginning Norwegian II 4 Semester Credits Introduction of the four basic language skills: speaking, listening, reading, and writing. Stress is on communication and its cultural context. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of LANGPLCMNT(Language Placement), NOR111(Beginning Norwegian I) NUR NUR300 Trends and Issues in Nursing 4 Semester Credits A transitional course designed to investigate the current responsibilities of the professional nurse. Economic, social, political, and professional trends and issues are explored in relation to their implications for a changing practice. Core Curriculum Component: None Prerequisite(s): None NUR305 Communication 4 Semester Credits Explores the components of the professional role and continues the professional socialization process. Theories about how individuals and groups communicate are applied to changing professional roles. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) NUR306 Paradigms in Nursing 4 Semester Credits 199 Augsburg College 2015-2016 Course Descriptions An introduction to theory-based nursing practice and research. Nursing theory and conceptual models for nursing practice are studied and applied to practice and research. With consent of instructor students may take this course concurrently with NUR 300. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) *concurrent registration is acceptable* NUR314 Self-Care I: Health of the Nurse 2 Semester Credits In this course, you will explore the meaning of self-care, and its application to professional nursing. Multiple modalities will be introduced to expand the knowledge, understanding, and need for self-care in the nursing profession. A personal self-care plan will be developed and implemented into your personal life throughout this course. The plan will also be evaluated, with in-depth reflection on the process. Core Curriculum Component: None Prerequisite(s): NUR300(Trends and Issues in Nursing) NUR315 Self-Care II: Health of the Nurse 2 Semester Credits In this course, modalities will be introduced, beyond what you learned in NUR 314. Your personal self-care plan will be expanded to include self-care at work. This revised plan will be implemented throughout this course, and evaluated, with in-depth reflection on the process. This process will allow the student to make life-long use of the experiential opportunities gained regarding their self-care. Core Curriculum Component: None Prerequisite(s): NUR314(Self-Care I: Health of the Nurse) NUR403 Families and the Life Cycle 4 Semester Credits Provides a theoretical basis for nursing interventions with diverse families and explores theories related to family structure and function throughout the life span. Core Curriculum Component: None Prerequisite(s): NUR305(Communication), NUR306(Paradigms in Nursing) NUR410 Community Health Nursing I 4 Semester Credits Introduces the theory and methods that are essential to maintain or improve the health of culturally diverse individuals, families, groups, and communities. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of NUR300(Trends and Issues in Nursing), NUR330(Trends and Issues in Nursing); NUR305(Communication), NUR306(Paradigms in Nursing) NUR411 Practicum: Community Health Nursing II 4 Semester Credits Provides clinical experience in community-based health care delivery systems. Students will apply nursing process, teaching/learning theory, and public health principles with culturally diverse clients. 200 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Augsburg Experience Prerequisite(s): NUR410(Community Health Nursing I) *concurrent registration is acceptable* NUR432 Transcultural Healing Practices 4 Semester Credits This course will introduce students to complementary healing practices including the historical and cultural contexts in which they developed. Students will discuss the philosophical underpinnings of therapeutic systems and paradigms of healing in selected complementary therapies: music therapy, energy healing practices, movement therapies, homeopathy, manual therapies, nutrition, and nutritional supplements. Students will apply these understandings to selfcare of the nurse as well as patient populations. Core Curriculum Component: None Prerequisite(s): None NUR490 Leadership/Management 4 Semester Credits The capstone course for the nursing major. Integrates concepts from nursing and the liberal arts. Examines the professional nurse roles of leader and manager. Concepts of change, conflict, and system dynamics are explored. Ethics, accountability, and advocacy in the leader-manager role are studied. Application of theory occurs in selected practice settings with a professional nurse preceptor. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): NUR300(Trends and Issues in Nursing), NUR305(Communication), NUR306(Paradigms in Nursing) NUR495 Topics 4 Semester Credits Provides opportunities for in-depth exploration of selected topics in nursing. The subjects studied will vary depending upon the interests of the faculty and students. Core Curriculum Component: None Prerequisite(s): None NUR496 Independent Study/Research 1 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR500 Transcultural Health Care 3 Semester Credits 201 Augsburg College 2015-2016 Course Descriptions This course explores meanings and expressions of health, illness, caring, and healing transculturally. Culture is examined as a pervasive, determining "blue print" for thought and action throughout the human health experience. Patterns of human interaction that foster health and quality of life are analyzed and health destroying patterns of interaction, i.e., stereotyping, discrimination, and marginalization, are submitted to moral and ethical reflection. Likewise, power structures within dominant social systems (including the Western bio-medical care system) are discussed to identify dilemmas of justice related to resource allocation. Core Curriculum Component: None Prerequisite(s): None NUR500P Practicum: Transcultural Health Care 1 Semester Credits This practicum explores meanings and expressions of health, illness, caring and healing transculturally. Students are introduced to fundamental skills of transcultural nursing practice in a variety of settings and guided to recognize cultural dynamics that shape the underlying relationships of health and healing. Core Curriculum Component: None Prerequisite(s): None NUR501 Nursing Leadership in Complex Adaptive Systems 3 Semester Credits This course examines transcultural care systems through a complex science lens and a nursing leadership perspective. Organizations and care systems are viewed as complex adaptive systems where continuous change and unpredictability rule development and system-wide evolution. The importance of relationships, the role of self-organization (autopoeisis), and the processes of emergence and co-evolution are explored via readings and class discussion. Core Curriculum Component: None Prerequisite(s): None NUR501P Practicum: Nursing Leadership in Complex Adaptive Systems 1 Semester Credits This practicum focuses on leadership skills necessary to lead change in open dynamic networks of care and healing. Reflective practice opportunities are created in emerging care settings. Core Curriculum Component: None Prerequisite(s): None NUR505 Theoretical Foundations for Advanced Nursing Practice 3 Semester Credits This course focuses on nursing science and nursing theory as foundational to advanced transcultural nursing practice. Philosophical underpinnings of different theoretical and research traditions in nursing are compared and related to the provision of culturally competent care in diverse communities. Nursing science is emphasized as a process of theory advancement and as an accumulating body of nursing knowledge. Core Curriculum Component: None Prerequisite(s): None NUR505P Practicum: Theoretical Foundations for Advanced Nursing Practice 202 Augsburg College 2015-2016 Course Descriptions 1 Semester Credits This practicum is designed to expand horizons of meaning and action in the world. Focus is on nursing science and nursing theory as foundational to advanced nursing practice. Embodied ways of knowing, health and healing practices, self-care modalities, and expanding conscious awareness are explored and experienced for practical application in local contexts. Core Curriculum Component: None Prerequisite(s): None NUR520 Research Methods in Nursing 3 Semester Credits Through a combination of literature review, field experience, and class discussion, research methods relevant to the exploration of culture and health will be examined. Class topics will include formulating study questions to explore collective foundations of meaning and explanation in health and illness, practice in data collection procedures of field research, and issues of interpretation and analysis in qualitative research. (Prereq.: college-level statistics course) Core Curriculum Component: None Prerequisite(s): None NUR520P Practicum: Research Methods in Nursing 1 Semester Credits This practicum is associated with NUR 520 and focuses on the research process to benefit the profession of nursing and contribute to the knowledge base for practice. during the NUR 520 course students explore quantitative and qualitative methodologies with an emphasis on utilizing a methodology appropriate to questions of transcultural and transformational practice. In this practicum, students will design a research study proposal based on their nursing practice focus. Core Curriculum Component: None Prerequisite(s): None NUR521 Transformational Nursing Leadership 3 Semester Credits This course emphasizes transformational nursing leadership and management in partnership with diverse groups. Transcultural competence is lifted up as significant to the evolving leadership and planning skills needed in emerging care systems. Opportunities for students to engage in designing relevant models of care delivery are woven into clinical practica. Core Curriculum Component: None Prerequisite(s): None NUR521P Practicum: Transformational Nursing Leadership 1 Semester Credits This practicum provides opportunities for students to explore nursing leadership styles in collaboration with individuals and teams of health care professionals in a variety of care settings. Participant-observation encourages identification of dominant values and beliefs within care systems and organizations. How values and beliefs influence leadership styles, health outcomes among diverse populations, and work environments are also examined. Leadership styles that foster positive health outcomes and healthy work environments are uplifted. Core Curriculum Component: None 203 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None NUR523 Theory, Research, and Practice Seminar 3 Semester Credits The conceptualization, investigation, and application of nursing knowledge will be critiqued with particular focus on its contribution to developing practice in transcultural community health care. Through reflection and dialogue, which includes professional experience of practice contexts, as well as theoretical and research literature, students will formulate a transcultural nursing model of care. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): NUR505(Theoretical Foundations for Advanced Nursing Practice), NUR520(Research Methods in Nursing) NUR523P Practicum: Theory, Practice, Research Seminar 2 Semester Credits This practicum focuses on the practical application of nursing theory and research to nursing practice. While working with nursing faculty, students begin to fashion their final graduate field project, describing a theory-based care initiative that advances nursing practice in transcultural holistic nursing or transformational nursing leadership. Core Curriculum Component: None Prerequisite(s): None NUR525 Graduate Field Project 3 Semester Credits This course focuses on the application and integration of knowledge to a student-selected issue or topic of concern relevant to transcultural nursing, community health nursing, and/or transformational nursing leadership. This course focuses on a written report of the student’s project that has been developed in the nursing core. Relevant coursework is integrated into the project and the final written report. Plans for disseminating the report for public and professional use are encouraged. Students will defend the project to their graduate committee (major faculty adviser and two readers) and invited guests at the time of completion. (Prereq.: consent of instructor) Core Curriculum Component: None Prerequisite(s): None NUR525P Practicum: Graduate Field Project 2 Semester Credits This practicum focuses on the completion of the graduate field project related to a selected practice issue relevant to transcultural holistic nursing practice or transformational nursing leadership. Working with nursing faculty, students complete their final written report of a theorybased care initiative that advances nursing practice. Core Curriculum Component: None Prerequisite(s): None NUR530 The Power of Ritual and Ceremony for Transformation 3 Semester Credits In this course, the student will explore ritual and ceremony from a transcultural perspective. Attention will be focused on rituals and ceremonies in specific cultures and religions, and in the modern American medical system that sustains its own rituals. In some cultures, formal or informal religious practices may be integral to the ritual of ceremony and healing. In modern American culture, the perceived division between the mind, body, and spirit has led to ritual and 204 Augsburg College 2015-2016 Course Descriptions ceremony being considered adjunctive to the scientific approach ritual and ceremony into their lives and health care practices. Students will also discuss the meaning of ritual and ceremony to their own lives and professional practice. Core Curriculum Component: None Prerequisite(s): None NUR530P Practicum: The Power of Ritual and Ceremony for Healing and Transformation 1 Semester Credits This practicum focuses on integrating ritual and ceremony into health seeking and caring practices. Opportunities are provided to interact with persons who integrate ritual and ceremony into their lives and healthcare practices, to visit sacred sites, to participate in rituals and ceremonies within selected cultural traditions, and to reflect on the meaning and expression of rituals and ceremonies in one’s own personal and professional life. Core Curriculum Component: None Prerequisite(s): None NUR532 Transcultural Healing and Self Care 3 Semester Credits This course introduces students to integral healing practices including their historical and cultural contexts. Reflection and dialogue on the philosophical underpinnings of therapeutic systems and paradigms of healing are explored. Potential modalities include: music and art therapy, traditional Chinese medicine, mind-body healing, spiritual practices, energy healing, movement therapies, homeopathy, or massage. Students learn self-care and applications to patient populations. Core Curriculum Component: None Prerequisite(s): None NUR532P Practicum: Transcultural Healing Practices 1 Semester Credits Students are guided in experiencing and applying selected transcultural healing practices in local contexts of care to benefit others as well as oneself. Transcultural healing practices include, but are not limited to, music therapy, traditional Chinese medicine, mind-body healing, spiritual and faith healing, energy healing, movement therapies, and homeopathy. Core Curriculum Component: None Prerequisite(s): None NUR541 The Politics of Health Care 3 Semester Credits This course will explore how health and illness are related to inequities in society and dynamics of power in systems of health care. The following issues will be examined in the course: How widening gaps in the distribution of wealth diminish the health of all members of society; how social inequities become medicalized as health disparities, how an emphasis on profit in health care affects the distribution of healing resources in the population, and what strategies the poor and powerless employ to gain access to health care resources. This course will include an optional study abroad experience in Guatemala. Core Curriculum Component: None Prerequisite(s): None NUR541P 205 Augsburg College 2015-2016 Course Descriptions Practicum: Politics of Health Care 1 Semester Credits This practicum focuses on the relationship of health and illness to inequities in society and the dynamics of power in systems of health care. Students are guided in exploring health as a human right, as they begin to name and bear witness to structures of injustice within various contexts. Core Curriculum Component: None Prerequisite(s): None NUR596 Topics 1 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR597 Topics 2 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR598 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR599 Topics 3 Semester Credits Study of selected topics that are not treated extensively through current course offerings. Core Curriculum Component: None Prerequisite(s): None NUR701 Practicum: Directed Study 1 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. 206 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None NUR702 Practicum: Directed Study 2 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR703 Practicum: Directed Study 3 Semester Credits Directed study practica build upon advanced nursing competencies developed at the master’s level to expand and deepen knowledge supporting expert nursing practice. In the practica students will integrate and synthesize knowledge from emic wisdom with the biophysical, psychosocial, analytical, and organizational sciences as the basis for the highest level of transcultural nursing practice. Students are expected to enhance practice and/or systems management skills, including clinical reasoning, and advance to a higher level of expertise in transcultural nursing and community health. As such, directed study practica are individualized to students’ specific areas of interest and are planned by students in consultation with a major faculty advisor, cultural guides, and other mentors in the communities in which they wish to carry out the practicum. Core Curriculum Component: None Prerequisite(s): None NUR704 Practicum: Directed Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR711 Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits This practicum focuses on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Professional and indigenous care systems, patterns of health, and community strengths and resources are examined within the cultural context of reservation life, traditional Lakota values, economic resources, and political realities. Immersion in the life of the community, critical reflection and dialogue with Elders, artists and community members foster discovery and professional and personal growth. Core Curriculum Component: None Prerequisite(s): None NUR711P 207 Augsburg College 2015-2016 Course Descriptions Practicum: Culture Care on the Pine Ridge Indian Reservation 1 Semester Credits Emphasis is on health and wellness on the Pine Ridge Indian Reservation in western South Dakota. Patterns of health, community strengths and resources, and care systems (bio-medical and indigenous) are explored within the sociocultural context of reservation life, including economic realities on the Pine Ridge, and politics within a tribal community. Lakota traditions and values are experienced through engagement in the life of the community, critical reflection and dialog with Lakota elders and community members. Core Curriculum Component: None Prerequisite(s): None NUR722 Practicum: Ancient Healing Practices and Modern Implications 2 Semester Credits This practicum immerses students in ancient settings of healing in England—the healing waters of the Roman baths and the healing energy of and the sacred sites of ancient Celts. The importance of a connection to the land and cosmos is embodied in the origins of modern-day nursing. A visit to Homerton Hospital in Hackney, London, exemplifies transcultural care with a diverse population of immigrants and asylum seekers. Core Curriculum Component: None Prerequisite(s): None NUR732 Practicum: Dia de los Muertos 2 Semester Credits In this practicum students are immersed in the ancient tradition of honoring the children and ancestors during the celebration of the Day of the Dead in Mexico. Living in Cuernavaca or Oaxaca, Mexico, students are guided by indigenous participants in rituals and ceremonies that invite the return of ancestors who have died. Globalization of the holiday and its modifications through culture contact are revealed. Core Curriculum Component: None Prerequisite(s): None NUR742 Practicum: Health and Community Building in Guatemala 2 Semester Credits This practicum explores health as a human right. Analysis will focus on how widening gaps in the distribution of wealth diminishes the health of all members of society. Learning is based on immersion experiences in Guatemala City and highland Mayan communities. Observation, presentations by cultural guides, and classroom discussions will reflect on health and social justice for marginalized people. Participation in traditional back-strap weaving will guide reflection on the relationship of health and cultural continuity. Spanish language school is an option in this practicum. Core Curriculum Component: None Prerequisite(s): None NUR762 Practicum: Exporing Millennium Development Goal Achievement in Sub-Saharan Africa 2 Semester Credits Students focus on the development of leadership skills that promote Millennium Development Goal (MDG) achievement in sub-Saharan Africa. Practicum activities are designed to engage health care professionals and members of local communities in best practices for achieving MDG targets by 2015. Structured lectures and discussions supplement practice and encourage students to explore sociocultural determinants of health and illness—economic realities, cultural 208 Augsburg College 2015-2016 Course Descriptions values and gender roles, education levels, governmental policies, access to technology, and the competence of health care providers—in relation to the unequal burdens of suffering and disease evident in Africa. Core Curriculum Component: None Prerequisite(s): None NUR799 Internship 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR800 Practice Wisdom (Mtis) and Formal Evidence 3 Semester Credits This course provides a foundation for building the scholarship of advanced transcultural and holistic nursing practice. Sources of knowledge and procedures for acquiring knowledge, both formal and informal, will be studied for the power to positively influence health outcomes. Evidence will be evaluated for relevance to practical experience based in context-specific, emic positions and for rigor in empirical procedures based in context-free, etic perspectives. Utilizing selected evidence suited to particular transcultural and holistic issues, practice models building on both local expertise and professional research will be analyzed through systematic reflection. Students will begin developing original practice models suited to their transcultural and holistic healthcare issues and relevant to concerns of people marginalized by health systems. Exploration of how Evidence-Based Practice and Metis-Based Practice is integrated into nursing practice will be developed. Core Curriculum Component: None Prerequisite(s): None NUR802 Making Room at the Table: Creating Collaborative Networks and Common Spaces 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR803 Transcultural Cosmologies and a Global Perspective 3 Semester Credits This course focuses on communities as the foundation of health. Care models that minimize the expert role in planning and are embedded in local contexts of experience and tradition will be explored. From the perspective that hoarding abundance compromises the health of everyone, the course facilitates human connections that go beyond charity to acting from a basis of shared risk and solidarity. Core Curriculum Component: None Prerequisite(s): None NUR805 Ways of Knowing: Qualitative and Quantitative Evidence 3 Semester Credits 209 Augsburg College 2015-2016 Course Descriptions Drawing on insights from complexity science, this course examines the diverse ways of knowing that guide professional practice. It focuses on the comparative analysis of quantitative and qualitative data. Students will critically reflect on the data, unpacking it and uncovering the meaning behind the data that supports their practice. Comparing the positivistic and interpretive stance, the students will examine relevant knowledge and ways of knowing that provide scholarly grounding for their professional expertise. Core Curriculum Component: None Prerequisite(s): None NUR806 Ecology of Human Suffering in a World of Extremes 3 Semester Credits This course examines the cumulative illness-producing effects of inequities that are embedded in structures of social privilege and disadvantage. Human suffering is viewed as neither coincidental nor inevitable, but related to exploitation and organized cruelty within social systems. Epidemiological approaches are used to trace patterns of disease and illness that strike population groups and communities unequally around the world. Health status appraisal, risk analysis, and the levels of structural violence in society will be examined using culturally responsive data collection methods, resource accessibility, and the application of appropriate technology. Core Curriculum Component: None Prerequisite(s): None NUR807 Magic, Medicine, and Healing Spirits: Transcultural Perspectives on Health Care 3 Semester Credits This course explores transcultural healing and caring modalities including the integration of traditional and scientific healing ceremonies and beliefs. Healing traditions among indigenous peoples will be examined, including spiritual forces that promote health and cause illness. The use of medicinal plants for healing in indigenous traditions will be compared to contemporary views of health and healing in bio-scientific models of curing. Core Curriculum Component: None Prerequisite(s): None NUR811 First Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR816 Advanced Pathophysiology and Vibrational Energy Medicine 3 Semester Credits 210 Augsburg College 2015-2016 Course Descriptions This course examines the interactions and influences of cellular and energy transmission within the human body. The role of imbalance and inflammation on body systems will articulate how illness and disease results from ongoing states of imbalances. Core Curriculum Component: None Prerequisite(s): None NUR817 Informatics and Health Policy: The Colonization of Knowledge 3 Semester Credits This course examines how knowledge is or is not accessed/utilized throughout transcultural and holistic healthcare systems. Applying principles of how multidisciplinary healthcare teams share the colonization of knowledge will be described and applied to the role of advanced practice nurses. Core Curriculum Component: None Prerequisite(s): None NUR818 Pharmacotherapeutics I for Advanced Practice 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacotherapy, and pharmacokinetics. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. Core Curriculum Component: None Prerequisite(s): None NUR819 Physical and Holistic Health Assessment 3 Semester Credits This course articulates how a Physical and Holistic Health Assessment integrates knowledge from a variety of disciplines: medicine, Functional Medicine, spirituality, religion, transcultural and holistic nursing. Utilizing a variety of assessment tools provides the Nurse Practitioner with a systematic and holistic approach to analyze a patient's health history. Core Curriculum Component: None Prerequisite(s): None NUR820 Integrative Illness Prevention and Wellness Promotion 3 Semester Credits This course provides a comprehensive overview of the conceptual and theoretical bases of providing holistic approaches to health and healing. Integrative Illness Prevention and Wellness Promotion encompasses how health promotion can be impacted in a variety of cultures and populations through the life span and healthcare systems. Core Curriculum Component: None Prerequisite(s): None NUR821 Second Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last 211 Augsburg College 2015-2016 Course Descriptions seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR826 Pharmacotherapeutics II for Advanced Practice and Herbal Medicine 3 Semester Credits This course provides the foundation of the principles of pharmacology, pharmacokinetics, and herbal medicine. The knowledge will relate to disease processes of medications used in multiple disease states, acute and chronic illness. This class will also include an in-depth description of how pharmacology and herbs are utilized in treating illness throughout the life span. Core Curriculum Component: None Prerequisite(s): None NUR831 Third Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR841 Final Year Doctoral Seminar 1 Semester Credits Students are required to register for a seminar each term they are in the DNP program. The purpose of DNP seminars is to integrate diverse practicum experiences with students’ individual practice interests. As such, the seminars provide a venue for students to test ideas for their practice with faculty and peers and receive relevant feedback and support. Through dialogue in the seminars, students work on their DNP capstone projects and professional portfolios. The last seminar (NUR 841) culminates in the successful completion of a scholarly capstone project that advances nursing practice. Students register for NUR 841 during the term in which they will be completing and presenting their final doctoral project, along with their professional portfolios. The professional portfolio documents the process of theory and research integration and the emerging practice innovations the student is implementing. Core Curriculum Component: None Prerequisite(s): None NUR892 Topics in Advanced Nursing Practice 1 Semester Credits Core Curriculum Component: None 212 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None NUR893 Topics in Advanced Nursing Practice 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR894 Topics in Advanced Nursing Practice 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR897 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR898 Independent Study 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None NUR998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None OJB OJB111 Beginning Ojibwe I 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 1 Prerequisite(s): None OJB112 Beginning Ojibwe II 4 Semester Credits An introduction to the language and culture of the Ojibwe (Chippewa). Emphasis is on vocabulary, reading, writing, and conversational skills. Classroom practice will include linguistic patterns and oral interaction. Core Curriculum Component: Modern Language 2 213 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): OJB111(Beginning Ojibwe I) PA PA501 Human Anatomy and Neuroanatomy 8 Semester Credits This course takes a regional approach to the study of human anatomy. The course uses lecture, demonstration, discussion and dissection of human cadavers. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA503 Human Pathophysiology 4 Semester Credits The course uses lecture, detailed objectives/study guide, quizzes and exam, discussion and case studies to learn and review basic human physiology and pathophysiology involving fluids and electrolytes; acid/base disturbances; cellular adaptations; immunity, hypersensitivity, inflammation, and infection; hematology; pulmonary; cardiovascular system; gastrointestinal system; renal; nervous system; and musculoskeletal system. The intention is to give the students a foundation for Clinical Medicine. Core Curriculum Component: None Prerequisite(s): None PA511 History and Physical Exam Skills I 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the cardiovascular, respiratory, gastrointestinal, lymph, skin and otorhinolaryngology systems. Basic nutrition, genetics, preventative health care, and complimentary and alternative medicine are introduced. Units are coordinated with Clinical Medicine I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA512 History and Physical Exam Skills II 7 Semester Credits A lecture-discussion-laboratory course designed to demonstrate and apply the techniques and skills essential to interviewing and physical examination of patients. Topics covered include history taking and physical exam of the musculoskeletal system, neurology, ophthalmology, endocrinology, and the male reproductive system. Units are coordinated with Clinical Medicine II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA511(History and Physical Exam Skills I) PA521 Pharmacotherapy I 5 Semester Credits 214 Augsburg College 2015-2016 Course Descriptions This course will cover pharmacology and pharmacotherapy related to disease processes of the dermatologic, cardiovascular, respiratory, gastrointestinal and otolaryngologic systems and infectious diseases. Units are coordinated with the Clinical Medicine I and History and Physical Exam Skills I courses. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA522 Pharmacotherapy II 5 Semester Credits This course will cover pharmacology and pharmacotherapy related to disease processes of the orthopedic, neurologic, ophthalmologic, hematologic, renal, urologic and endocrine systems and pain management. Units are coordinated with the Clinical Medicine II and History and Physical Exam Skills II courses. Core Curriculum Component: None Prerequisite(s): PA521(Pharmacotherapy I) PA531 Clinical Medicine I 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include dermatology, cardiology, pulmonology, gastroenterology, and otorhinolaryngology. This course builds on the foundation laid in Anatomy and Pathophysiology. Units are coordinated with concurrent courses in History and Physical Exam Skills I and Pharmacotherapy I. Core Curriculum Component: None Prerequisite(s): PA501(Human Anatomy and Neuroanatomy), PA503(Human Pathophysiology) PA532 Clinical Medicine II 8 Semester Credits This course provides background in the epidemiology, etiology, pathophysiology, clinical presentation, diagnosis, and treatment of common and serious disorders. Topics covered include orthopedics, rheumatology, neurology, ophthalmology, hematology, nephrology, urology, and endocrinology. Global health and health care disparity are explored. Units are coordinated with concurrent courses in History and Physical Exam Skills II and Pharmacotherapy II. Core Curriculum Component: None Prerequisite(s): PA531(Clinical Medicine I) PA533 Clinical Medicine III 4 Semester Credits An integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy focusing on the provision of medical care in pediatrics and women's health. Common and serious problems encountered in primary care are explored. Students will be introduced to topics in emergency medicine and complete a field-based orientation to surgical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA534 Clinical Medicine IV 4 Semester Credits 215 Augsburg College 2015-2016 Course Descriptions This course provides an integrative approach incorporating the principles of clinical medicine, history and physical exam, and pharmacotherapy in the study of geriatrics and mental health. Common and serious problems encountered in primary care and other issues unique to these populations are explored. Students will be introduced to topics in emergency medicine and complete a service-learning experience with an older adult from the community. Core Curriculum Component: None Prerequisite(s): PA533(Clinical Medicine III) PA542 Professional Issues 2 Semester Credits A course designed to introduce the physician assistant student to medical ethics and various professional topics that affect the practicing physician assistant. The course focus is on the medical and non-medical aspects of the profession such as: history of the physician assistant profession, laws and regulations governing physician assistant practice and education, human experimentation, abortion, care for the dying, euthanasia, reimbursement issues, and professional behavior. Core Curriculum Component: None Prerequisite(s): None PA545 Clinical Phase Transition 4 Semester Credits This course incorporates experiential learning to prepare the student for clinical practice. It will also facilitate the transition of knowledge and skills from the academic phase into the clinical phase. Students will be placed in a clinic or hospital setting for part of the semester. Students will also have other health-related community experiences and activities during this course. In-class time will be used to discuss these experiences and work on skills essential for clinical practice. Core Curriculum Component: None Prerequisite(s): PA532(Clinical Medicine II) PA555 Research Tools for the Physician Assistant 2 Semester Credits This course emphasizes research as a tool at all levels of physician assistant practice and education; identifies the linkages between research, theory, and medical practice and the responsibility of physician assistant to expand their knowledge base. Primary, secondary, and tertiary disease prevention applications to public health are introduced. Information literacy in relationship to medical literature is integrated throughout the course. Core Curriculum Component: None Prerequisite(s): None PA570 Interdisciplinary Perspectives on Aging 3 Semester Credits This course provides an opportunity for students in health and social services disciplines to explore issues related to aging and care of the elderly. Students gain real world experiences by working collaboratively in an interdisciplinary context. Students will be asked to apply knowledge and skills directly with elders utilizing an experiential learning model. Students will build a beginning expert level knowledge base regarding issues that affect older adults in contemporary health and social welfare contexts. Core Curriculum Component: None 216 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None PA595 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA599 Directed Study 3 Semester Credits This course provides a practice-oriented approach to the information literacy methods used in health care. Students will develop a topic, complete a full review of the literature and produce an analytic paper in consultation with supervising professor. Core Curriculum Component: None Prerequisite(s): PA555(Research Tools for the Physician Assistant) PA600 Family Medicine Clinical Practicum 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of family medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA601 Internal Medicine Clinical Practicum 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and conditions unique to the clinical practice of internal medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA602 General Surgery Clinical Practicum 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of General Surgery. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA603 Pediatric Clinical Practicum 217 Augsburg College 2015-2016 Course Descriptions 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Pediatrics. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA604 Women's Health Clinical Practicum 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Women’s Health. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA605 Emergency Medicine Clinical Practicum 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of systemic diseases and surgical conditions unique to the clinical practice of Emergency Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA606 Psychiatric Clinical Practicum 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of Psychiatric diseases and conditions unique to the clinical practice of Psychiatric Medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans utilizing evidence based medicine as determined by review and analysis of current medical literature. Core Curriculum Component: None Prerequisite(s): None PA607 Elective Clinical Practicum I 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None 218 Augsburg College 2015-2016 Course Descriptions PA608 Elective Clinical Practicum II 3.5 Semester Credits A required rotation which emphasizes the pathophysiology, evaluation, diagnosis, and management of diseases and conditions unique to the clinical practice of Medicine. Students are allowed to choose, in consultation with the clinical coordinator, the area of medicine in which they would like to study as their elective. Core Curriculum Component: None Prerequisite(s): None PA620 Primary Care Preceptorship 6 Semester Credits The final rotation of the clinical phase, which can be completed in family, internal, geriatric, pediatric or women’s medicine. This course provides students a final opportunity to develop skills unique to the clinical practice of medicine to include performing proper data collection, formulating accurate problem lists and investigation strategies, and developing treatment plans that incorporate evidence based medicine. Core Curriculum Component: None Prerequisite(s): None PA621 General Medicine Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA622 Surgical Specialty Preceptorship 6 Semester Credits A required rotation at the completion of the clinical phase. This course provides the student a final opportunity to develop the skills unique to the clinical practice of medicine. Inclusion of proper data collection through history and physical examination, formulation of accurate problem lists, thorough investigation, and development of treatment plans incorporating evidence based medicine as determined by review and analysis of current medical literature. Can be completed in PA621 General Medicine Specialty or PA622 Surgical Specialty. Core Curriculum Component: None Prerequisite(s): None PA690 Capstone 2 Semester Credits This course provides each student the opportunity to present results of their individual research topic and to synthesize previous study and work experience in preparation for graduation and clinical practice. The student will demonstrate an understanding of the program’s and profession’s principles. Core Curriculum Component: None 219 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None PA998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PA999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHI PHI110 Introduction to Philosophy 4 Semester Credits This course introduces students to typical philosophical questions (how we know, if we can have certain knowledge, if there are universal moral principles, whether God exists, the nature of the mind, etc.), to philosophical vocabulary, and to critical thinking and what it means to view the world philosophically. Core Curriculum Component: Humanities Prerequisite(s): None PHI120 Ethics 4 Semester Credits By studying our moral beliefs, ethics helps students consider the bases they use to make moral judgments. The course explores major philosophical approaches to evaluating moral actions and then applies them to contemporary issues. The Christian tradition will inform the considerations. Students who receive credit for PHI 120 may not receive credit for PHI 125. Core Curriculum Component: Humanities Prerequisite(s): None PHI125 Ethics and Human Identity 4 Semester Credits A philosophical study of the role of human understanding, emotions, and action with respect to the pursuit of happiness. Beginning by asking what the end or purpose of human life is, students decide on the moral and intellectual virtues required to reach the end. Topics of friendship and human love are followed by an analysis of human happiness. Students who receive credit for PHI 125 may not receive credit for PHI 120. Core Curriculum Component: Humanities Prerequisite(s): None PHI175 Philosophy of Love and Sex 4 Semester Credits 220 Augsburg College 2015-2016 Course Descriptions The nature and history of romantic love. The ethics of sex in relation to love, marriage, the institution of monogamy, and homosexuality are considered. Core Curriculum Component: None Prerequisite(s): None PHI180 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: Humanities Prerequisite(s): None PHI230 Logic 4 Semester Credits Students learn to distinguish arguments from exposition. Then they learn the rules that govern valid arguments and develop their ability to recognize and construct sound arguments. The last part of the course focuses on informal logic and inductive reasoning. Core Curriculum Component: Humanities Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHI241 History of Philosophy I: Ancient Greek Philosophy 4 Semester Credits Central philosophical questions that concerned the Greek philosophers from Thales to Plotinus and still concern us today: the nature of reality and its relationship to language and reason, the immortality of the soul, the nature of truth and human knowledge, and the nature of the good life. Core Curriculum Component: Humanities Prerequisite(s): None PHI242 History of Philosophy II: Medieval and Renaissance Philosophy 4 Semester Credits Students will read writings by various medieval and Renaissance philosophers in order to understand the process of philosophical assimilation involved in constructing a Christian philosophy. Topics include: the nature of being, human understanding in relation to faith, and the place of the image of God in the human condition. (Suggested prior course: PHI 241. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) PHI260 Philosophy and the Arts 4 Semester Credits Philosophical issues raised and illustrated by painting, sculpture, literature, music, architecture, and film: the truth and falsehood of aesthetic judgment, the definition of art; the nature of aesthetic experience, the evaluation of art, 221 Augsburg College 2015-2016 Course Descriptions creativity, the relation between the artist’s intention, the work of art, and its relation to the rest of the artistic tradition. For arts majors and students with a strong background in the arts. Core Curriculum Component: Humanities Prerequisite(s): None PHI315 Philosophy of Human Nature and Human Culture 4 Semester Credits This course concerns the philosophical study of human nature and its relation to human culture. Students will read a selection of texts by eminent philosophers on the subject. Topics studied in the course include: the knowledge and nature of the self, the definition of the human being in terms of culture, myth and religion in human culture, human nature and the culture of language, and the culture of art. Core Curriculum Component: Humanities Prerequisite(s): None PHI343 History of Philosophy III: Early Modern and 19th-Century Philosophy 4 Semester Credits We study the major rationalists of the 17th century (Descartes, Spinoza, Leibniz), the major empiricists of the 18th century (Locke, Berkeley, Hume), Kant’s synthesis of rationalism and empiricism, and 19th-century idealism and the reaction to it (Marx, Kierkegaard, Nietzsche and Mill). (Suggested prior course: PHI 241) Core Curriculum Component: None Prerequisite(s): None PHI344 History of Philosophy IV: 20th-21st Century Philosophy 4 Semester Credits The course surveys the major philosophical schools in the 20th and 21st centuries: analytic philosophy, phenomenology, existentialism, pragmatism, and postmodern philosophy. Focus of study is on major texts of these movements. Students are strongly encouraged to take PHI 343 before taking PHI 344. Core Curriculum Component: None Prerequisite(s): None PHI350 Philosophy of Religion 4 Semester Credits We systematically investigate a series of philosophical questions about religion. What is the relation between faith and reason? Does God exist, and if so, what can be said about God? Can God’s goodness be reconciled with human suffering? Are miracles and life after death possible? Core Curriculum Component: None Prerequisite(s): None PHI370 Existentialism 4 Semester Credits Studies in the writings - both philosophical and literary - of prominent existentialist authors. The course examines what it means to be a being-in-theworld and explores such themes as absurdity, freedom, guilt, despair, and paradox. (Suggested: one prior course in philosophy. Alternate years) 222 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None PHI380 Ethics of Medicine and Health Care 4 Semester Credits The course discusses some fundamental ethical theories, which it then carefully applies to problems that arise in the areas of health care and delivery, allocation of scarce resources, human experimentation, genetic engineering, abortion, care for the dying, and euthanasia. Core Curriculum Component: None Prerequisite(s): None PHI385 Formal Logic and Computation Theory 4 Semester Credits An introduction to sentential and first-order logic including logical connectives, proof theory, and quantification. Formal models of computation including finite state automata, pushdown automata, and Turing machines. Incompleteness and uncomputability. (1.5 hour lab included) Core Curriculum Component: None Prerequisite(s): 1 of MAT122(Calc For Social and Behavioral Scie), MAT145(Calculus I), MAT171(Discrete Mathematics For Computing); CSC210(Data Structures) PHI399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHI410 Topics in Philosophy 4 Semester Credits Advanced studies covering either an individual philosopher or a specific topic in philosophy, such as philosophical movements, the history of an idea or specific problems. Seminar format. May be taken more than once for credit. (Suggested prior courses: any course from PHI 241, 242, 343, 344.) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHI490 Keystone 4 Semester Credits This course integrates the student’s general education experience with an overview of specific philosophical ideas or philosophers. Core Curriculum Component: Keystone Prerequisite(s): None PHI499 Independent Study 223 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY PHY101 Astronomy 4 Semester Credits A descriptive course covering our solar system, stars, and galaxies. In addition, the course traces the development of scientific thought from early civilization to the present day. Night viewing is required. (Three one-hour lectures.) Core Curriculum Component: Natural Sciences and Mathematics Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) PHY107 College Physics I 4 Semester Credits This is a rigorous study of classical physics including mechanics and wave motion. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. High school trigonometry is required in preparation for this course. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MAT114(Precalculus), MPL(Math Placement Group) PHY107L College Physics I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY107(College Physics I) *concurrent registration is required* PHY108 College Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. This course is focused on the applications of physics to the biological sciences. This course does not meet requirements for Chemistry and Physics majors. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of PHY107(College Physics I), PHY121(General Physics I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) PHY108L College Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY108(College Physics II) *concurrent registration is required* PHY116 Introduction to Physics 4 Semester Credits 224 Augsburg College 2015-2016 Course Descriptions An algebra-based introductory course in which the applications, problems, and experiments are selected to illustrate fundamental principles and provide a broad survey of physics. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY116L Introduction to Physics Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY116(Introduction to Physics) *concurrent registration is required* PHY119 Physics for the Fine Arts 4 Semester Credits A scientific study of sound, light, and the mechanics of structures and the human body relating to music, the visual arts, and theater. Explores the physics of phenomena and perception fundamental to these disciplines. (Three one-hour lectures, one three-hour laboratory.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) PHY119L Physics for the Fine Arts Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY119(Physics for the Fine Arts) *concurrent registration is required* PHY121 General Physics I 4 Semester Credits A rigorous study of classical physics including mechanics and wave motion. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Fall) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): MAT145(Calculus I) *concurrent registration is acceptable* PHY121L General Physics I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY121(General Physics I) *concurrent registration is required* PHY122 General Physics II 4 Semester Credits A rigorous study of classical physics including thermodynamics, electricity, magnetism, and optics. Designed for physics, pre-engineering, and other specified majors. (Three one-hour lectures, one three-hour laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) 225 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): MAT146(Calculus II) *concurrent registration is acceptable*; 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PHY121(General Physics I) PHY122L General Physics II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): PHY122(General Physics II) *concurrent registration is required* PHY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY203 Physics and Earth Science for Elementary Education Teachers 4 Semester Credits This course focuses on MSEP physical science outcomes for K-5 licensure: properties of and changes in matter; position, motion and force; light, heat, electricity and magnetism; and kinds of and ways to transfer energy. Students conduct hands on physical science explorations and do lab experiments. They also review student misconceptions, Students will also study key ideas in earth science including connections between concepts in earth science and physics. Core Curriculum Component: None Prerequisite(s): None PHY245 Modern Physics 4 Semester Credits An introduction to modern physics from a historical and experimental perspective. Relativity, atomic, molecular, nuclear, and solid state physics. This course develops the experimental foundations and need for quantum mechanics. (Three one-hour lectures, one two-hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): PHY122(General Physics II) PHY245L Modern Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) *concurrent registration is required* PHY261 Electronics 4 Semester Credits AC and DC circuits, analog electronics, digital electronics, and the analysis and use of microprocessors and microcomputer systems. Three one-hour lectures, one three-hour laboratory. Core Curriculum Component: None Prerequisite(s): 1 of PHY116(Introduction to Physics), PHY122(General Physics II); MAT146(Calculus II) 226 Augsburg College 2015-2016 Course Descriptions PHY261L Electronics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY261(Electronics) *concurrent registration is required* PHY298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY317 Biophysics 4 Semester Credits An introduction to classic topics at the intersection of physics and biology. Topics may include biopolymers, selfassembly, nerves and signal propagation, molecular machines, and biomembranes. The course will emphasize approaches based on thermodynamics, statistical mechanics, and experimental techniques. (Three one-hour lectures and a three hour laboratory. Fall) Core Curriculum Component: None Prerequisite(s): MAT146(Calculus II), PHY122(General Physics II) PHY317L Biophysics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY317(Biophysics) *concurrent registration is required* PHY320 Introduction to Space Science 4 Semester Credits A survey of Earth’s space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics) PHY327 Special Functions of Mathematical Physics 4 Semester Credits Special functions encountered in physics. Partial differentiation, partial differential equations, Fourier series, series solution of differential equations, Legendre, Bessel, and other orthogonal functions, vector calculus, applied linear 227 Augsburg College 2015-2016 Course Descriptions algebra (e.g., matrix multiplication, eigenvalues and eigenvectors, special matrices, determinants), functions of a complex variable, and an introduction to computer programming in IDL. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): MAT245(Calculus III), PHY122(General Physics II) PHY327L Special Functions of Mathematical Physics Lab 0 Semester Credits Core Curriculum Component: None Prerequisite(s): PHY327(Special Functions of Mathematical Physics) *concurrent registration is required* PHY351 Mechanics I 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include conservation principles, single particle motion, gravitation, oscillations, central forces, and two-particle kinematics. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY352 Mechanics II 4 Semester Credits Classical mechanics in terms of Newtonian, Lagrangian, and Hamiltonian formalisms. Topics include dynamics of rigid bodies, systems of particles, coupled oscillations, and noninertial reference frames. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II), PHY351(Mechanics I) PHY362 Electromagnetic Fields I 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include electrostatics, solution of Laplace’s and Poisson’s equations, and electric properties of materials. (Three one-hour lectures. Fall) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY122(General Physics II) PHY363 Electromagnetic Fields II 4 Semester Credits The classical electromagnetic field theory is developed using vector calculus. Topics include magnetostatics, magnetic properties of materials, and electromagnetic radiation based on Maxwell’s equations. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): 1 of MAT369(Modeling and Differential Equations in Biological and Natural Sciences), PHY327(Special Functions of Mathematical Physics); PHY362(Electromagnetic Fields I) 228 Augsburg College 2015-2016 Course Descriptions PHY395 Comprehensive Laboratory I 2 Semester Credits Students work in small groups on advanced experiments from various physics subfields (including modern physics, electronic instrumentation, magnetism, and optics) with a focus on the role of experiments, interpretation of data, and scientific communication. Incorporates an introduction to LabVIEW software for computerized data acquisition and experiment control. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Fall) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor) PHY396 Comprehensive Laboratory II 2 Semester Credits A continuation of PHY 395. A thorough exploration of interface hardware and software design (LabVIEW) for computercontrolled experiments followed by application of these techniques to advanced experiments in high vacuum physics and technology, modern optics, biophysics, and other areas. (One three-hour laboratory and an occasional one-hour seminar per week. Prereq.: junior or senior standing in physics. Spring) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PHY122(General Physics II), PHY395(Comprehensive Laboratory I) PHY398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PHY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None PHY420 Plasma Physics 4 Semester Credits Fundamentals of plasma physics including waves, instabilities, drifts, plasma drifts, particle motion, electric and magnetic fields, Boltzmann equation, magnetohydrodynamics, transport, and applications to laboratory and space plasmas. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY363(Electromagnetic Fields II) *concurrent registration is acceptable*; PHY362(Electromagnetic Fields I) PHY430 Introduction to Solid State Physics 229 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Topics in solid state physics including various theories of metals, crystal lattices, band structure and Fermi surfaces, phonons, semiconductors and magnetism. The conditions and consequences of the solid state of materials will be explored at a very detailed level, taking realistic parameters of materials into account. Prereq.: PHY 486 strongly recommended. (Three one-hour lectures.) Core Curriculum Component: None Prerequisite(s): PHY351(Mechanics I), PHY362(Electromagnetic Fields I) PHY486 Quantum Physics 4 Semester Credits A development from first principles, including de Broglie’s postulates, the Schroedinger equation, operators, wave functions, expectation values, and approximation methods. Applications include potential wells and barriers, the harmonic oscillator, and the hydrogen atom. (Three one-hour lectures. Spring) Core Curriculum Component: None Prerequisite(s): PHY245(Modern Physics), PHY351(Mechanics I) PHY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL POL121 American Government and Politics 4 Semester Credits Surveys major parts of American national government - including Congress, the presidency, and the courts - as well as campaigns and elections, federalism, interest groups, and political parties. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL122 Metropolitan Complex 4 Semester Credits Examines politics in metropolitan areas, emphasizing central cities and focusing on influences on urban public policy. Includes case studies of the Twin Cities metro area. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL124 American Women and Politics 4 Semester Credits Investigates the roles women play in the political system. Political, economic, and social issues will be explored from contemporary and historical perspectives. Core Curriculum Component: None Prerequisite(s): None 230 Augsburg College 2015-2016 Course Descriptions POL158 Introduction to Political Science 4 Semester Credits An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL160 World Politics 4 Semester Credits Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL170 Law in the United States 4 Semester Credits A survey of American law and legal process. Theories of law; law and society; roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law; law as politics; historic and contemporary legal issues. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL241 Environmental and River Politics 4 Semester Credits This course explores the politics of the communities and ecosystems of the Upper Mississippi River watershed, including controversies about river pollution, the lock and dam system, regional water supply, flood control, and farming practices. Includes site visits to see how local policy-makers and stakeholders are trying to achieve sustainability in the watershed. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None POL295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL299 Directed Study 231 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL310 Citizen Participation within a Globalized Economy-A Nicaraguan Case Study 4 Semester Credits Topics include key political, social and economic global processes that shape citizen participation in Nicaragua and globally. Focuses on key economic development policies apple in Nicaragua and ongoing participatory efforts of NGOs, social movements and community groups working on alternative development policies. Core Curriculum Component: None Prerequisite(s): None POL325 Politics and Public Policy 4 Semester Credits The domestic policy making process, emphasizing how elected officials, bureaucrats, and interest groups shape government policies in various areas, including taxes, the environment, and social welfare policy. How public policies are formulated and implemented. Core Curriculum Component: None Prerequisite(s): None POL326 Political Parties and Behavior 4 Semester Credits Emphasizes study of public opinion and political parties in the electoral process. Field work with political parties, interest groups, and media in presidential elections (optional in non-presidential election years). Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL341 Globalization, Social Struggle and the Environment 4 Semester Credits Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL342 232 Augsburg College 2015-2016 Course Descriptions Mass Communication in Society 4 Semester Credits Studies effects of new information technology (such as the Internet) and of the traditional electronic media. Covers uses of technology and media for newsmaking, selling, entertainment, and public affairs. Core Curriculum Component: None Prerequisite(s): None POL350 Topics: European Politics 4 Semester Credits Study of the political behavior, institutions, and processes of European states. The course will focus on either European community law and politics or domestic politics in European states. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None POL354 The Politics of Development in Southern Africa 4 Semester Credits This course examines basic theories of development as well as the political economy of development. It provides the opportunity to reflect critically on issues of development, including global justice, equality, and sustainability. Core Curriculum Component: None Prerequisite(s): None POL357 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. This course fulfills a Social and Behavioral Sciences LAF requirement. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None 233 Augsburg College 2015-2016 Course Descriptions POL359 Topics: Women in Comparative Politics 4 Semester Credits An exploration of gender politics in globalization. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL368 Model United Nations 4 Semester Credits This course provides students with in-depth understanding of the United Nations and international diplomacy through the process of preparation for attending the National Model United Nations Conference which is held each spring in New York City. Students research a country and set of issues for the committee on which they will serve. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), POL160(World Politics) POL370 Constitutional Law 4 Semester Credits The legal-political-philosophical role of the Supreme Court in the American political system in significant decisions affecting the allocation of powers in the national government and in the federal system. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); POL170(Law in the United States) POL371 Topics 4 Semester Credits Selected topics in internet, communications, and constitutional law. Content will vary, defined by the subtitle of the course. 234 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): 1 of COM111(Public Speaking), COM112(Contest Public Speaking), COM115(Scientific and Technical Public Speaking), COM120(Mass Media and Popular Culture), COM280(Introduction to Communication Studies), POL121(American Government and Politics), POL158(Introduction to Political Science), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics) POL380 Western Political Thought 4 Semester Credits A study of influential political philosophers, emphasizing the values, goals, and assumptions that continue to inform and to rationalize human governance. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL381 Topics: Democratic Theory 4 Semester Credits Selected topics including the emergence of political democracy in comparative perspective and American political thought. Topic to be included in the subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL399 Internship 235 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None POL421 Topics: American Politics 4 Semester Credits Topics include legislative, executive, or judicial politics, public policy, and leadership. Can include focus on national, state, or local level. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL459 Topics: Comparative Politics 4 Semester Credits Selected themes including interpretations of political systems and comparisons of political processes such as political participation, political development, political change, and revolution. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of CONSENT(Consent of Instructor), POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL461 Topics: International Politics 4 Semester Credits Selected themes including interpretations of international politics, foreign policy decision-making, simulations of international problems. Topic to be included in subtitle. Core Curriculum Component: None Prerequisite(s): 1 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL241(Environmental and River Politics), POL282(Asian America Politics of Identit), POL295(Topics), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U 236 Augsburg College 2015-2016 Course Descriptions /Russia/CIS), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL483(Political Statistics and Methodology), POL484(Political Analysis), POL490(International Relations Keystone), POL495(Seminar) POL483 Political Statistics and Methodology 4 Semester Credits Introductory survey of political science methods. Covers experimental design, descriptive and inferential statistics, computer methods, and issues in the construction and execution of political surveys. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3) POL484 Political Analysis 4 Semester Credits An analysis of different approaches and theories in the study of politics including an examination of the requirements of science as a model for political study. Major research is required. This course satisfies the Keystone requirement. Core Curriculum Component: Keystone Prerequisite(s): 3 of POL121(American Government and Politics), POL122(Metropolitan Complex), POL124(American Women and Politics), POL158(Political Patterns and Processes), POL160(World Politics), POL170(Law in the United States), POL199(Internship), POL241(Environmental and River Politics), POL295(Topics), POL299(Directed Study), POL310(Citizen Participation within a Globalized Economy-A Nicaraguan Case Study), POL323(Social and Political Change), POL325(Politics and Public Policy), POL326(Political Parties and Behavior), POL341(Globalization, Social Struggle and the Environment), POL342(Mass Communication in Society), POL350(Topics: European Politics), POL351(Commst/Post Commst S U /Russia/CIS), POL353(Political and Social Change in Namibia), POL354(The Politics of Development in Southern Africa), POL357(Women Gender and Social Change in Latin America - Mexico), POL359(Women GenderandSocialChange/LatinAm), POL363(Russian and Chinese Foreign Policie), POL368(Model United Nations), POL370(Constitutional Law), POL371(Topics), POL375(Media Law), POL380(Western Political Thought), POL381(Topics: Democratic Theory), POL382(Marxist Theory), POL397(Internship), POL399(Internship), POL421(Topics: American Politics), POL459(Topics: Comparative Politics), POL461(Topics: International Politics), POL483(Political Statistics and Methodology), POL490(International Relations Keystone), POL495(Seminar), POL498(Independent Study), POL499(Independent Study) POL490 International Relations Keystone 4 Semester Credits Capstone seminar for students majoring in international relations; analysis of some methods for studying international relations; analysis of major trends; senior thesis. Open to other students by consent of instructor. This course satisfies the Keystone requirement for International Relations majors. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) POL495 Seminar 4 Semester Credits Core Curriculum Component: None 237 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None POL498 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None POL499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY PSY105 Principles of Psychology 4 Semester Credits An introduction to the methods and principles of psychology. Applications of psychological concepts to everyday situations are emphasized. Research participation is required. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None PSY199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY201 Health Psychology 4 Semester Credits Consideration of the impact of psychological, behavioral, social, and biological interactions on health. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY203 Lifespan Development 4 Semester Credits An overview of biological, cognitive, and socioemotional development from the prenatal period through adulthood using a developmental perspective. Emphasis on theories, methodology, and current scientific and applied research in developmental psychology. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY215 Research Methods and Statistics I 4 Semester Credits 238 Augsburg College 2015-2016 Course Descriptions Part I of a two-term sequence. See PSY 315. PSY 215 may be taken without taking PSY 315. Scientific method as practiced in psychology. This sequence emphasizes skills of bibliographic research, research design and data collection, statistical analysis and interpretation, and APA-style presentation of research findings. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); PSY105(Principles of Psychology) PSY235 Psychology and Law 4 Semester Credits Application of psychological principles and research to legal processes, policy, and problems. Emphasis on three content areas: eyewitness memory, courtroom procedures, and forensic clinical practice. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY250 Child Development 4 Semester Credits Theory and scientific methods of examining development and behavior. Practical implications of data and theory are stressed. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY252 Adolescent and Young Adult Development 4 Semester Credits Consideration of research and theory related to development during the adolescent and young adult years. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY253 Aging and Adulthood 4 Semester Credits Development through middle and older adulthood. Consideration of positive and negative aspects of aging. Content is especially relevant to those who study and work with the largest growing segment of our population—the elderly. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY256 Environmental Psychology 4 Semester Credits This course uses a cultural-ecological viewpoint to study the influence of both the natural and built physical environment on human behavior. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): PSY105(Principles of Psychology) PSY261 Personality and Cultural Context 4 Semester Credits 239 Augsburg College 2015-2016 Course Descriptions Current scientifically-based approaches to description, dynamics, and development of personality. Includes study of gender, social position, and cross-cultural behavior. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY262 Abnormal Psychology 4 Semester Credits Applying psychological science to understanding the causes and treatments for psychological disorders. Topics include depression, anxiety, schizophrenia, substance use, and eating disorders. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY263 Sports Psychology 4 Semester Credits Foundations of sports psychology. Psychological concepts applied to sports and enhancement of athletic performance. Topics include motivation, team development, leadership, psychological skills training, and goal setting. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY271 Psychology of Gender 4 Semester Credits Emphasis on the social construction of gender and its impact on the lives and behavior of individuals. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY291 Addiction and Recovery 4 Semester Credits Examines addiction and recovery from multiple perspectives, giving special attention to physiological, religious-spiritual, neurobiological, and sociocultural dimensions. Emphasis is placed on interdisciplinary approaches to prevention, treatment, and recovery. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY295 Topics 4 Semester Credits Specific topic will be published prior to registration; e.g., Positive Psychology, Close Relationships, Psychology and Religion. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY299 Directed Study 4 Semester Credits 240 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY315 Research Methods and Statistics II 4 Semester Credits Part II of a two-term sequence. See PSY 215. Ideally PSY 315 should be taken in the term immediately following PSY 215. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY325 Social Behavior 4 Semester Credits Social factors that influence individual and group behavior in natural and laboratory settings. Topics include social cognition, group behavior, social influence, attitudes formation, and change. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY354 Cognitive Psychology 4 Semester Credits Theory, data, and practical applications relevant to the following topics: attention, perception, pattern recognition, memory, mental imagery, problem solving, decision making, and language. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY355 Biopsychology 4 Semester Credits Relationship between biology and behavior. Considers biological bases of learning and cognition, emotions, abnormal psychology, and normal and altered states of consciousness. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY357 Behavior Analysis 4 Semester Credits Principles of learning/behavior change and their application to self-management, family, work, school, and clinic settings. Individualized projects. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None 241 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY215(Research Methods and Statistics I) PSY359 Assessment 4 Semester Credits Theory and scientific methods of assessing human aptitudes, achievement, personality, abnormal behavior, vocational interests, and impacts of the environment on behavior. Examination of a variety of tests, concepts of reliability and validity, and legal and ethical issues. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY360 Psychology Laboratory 2 Semester Credits Laboratory research experience under the supervision of a faculty member. Concurrent or previous enrollment in a fullcredit course in the faculty member’s area of expertise and approval by that faculty member are required. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY373 Industrial/Organizational Psychology 4 Semester Credits The theoretical and applied study of organizations. Topics include the individual, group and organizational structure/process and change. Core Curriculum Component: None Prerequisite(s): PSY105(Principles of Psychology) PSY381 Historical Perspectives 4 Semester Credits Focus on the people in psychology’s history, their questions and positions, from the early Greek period to the present. Emphasis on the 20th century, inclusions of women and minorities, and contextual history. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY385 Counseling Psychology 4 Semester Credits Discuss therapeutic approaches and interventions in counseling (e.g., psychoanalysis, person-centered therapy, cognitive behavioral therapy, and post-modern approaches). Topics include counseling diverse clients, evidence based practice, and ethical guidelines for the counseling relationship. Note: Students should have completed PSY 215; or PSY 105, with junior standing and consent of instructor. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) 242 Augsburg College 2015-2016 Course Descriptions PSY390 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY391 Individual Differences 4 Semester Credits General introduction to the study of individual differences. Particular focus is placed on behavioral genetic methods and designs. Explores the degree to which genetic and environmental influences co-determine the expression of various psychological phenotypes, including psychometric IQ, personality, and facets along broader psychopathologic dimensions. Core Curriculum Component: None Prerequisite(s): PSY215(Research Methods and Statistics I) PSY396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); PSY315(Research Methods and Statistics II) PSY400 Keystone Internship 4 Semester Credits Students work 80 hours at an internship site of their choosing and attend a weekly (or weekend) class session. A series of papers/assignments address career and personal goals as well as the relationship between the internship work and concepts learned in the psychology major. PSY 400 satisfies the Keystone requirement but must involve an off-campus internship to satisfy the Augsburg Experience requirement. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): PSY315(Research Methods and Statistics II) PSY410 Clinical Neuropsychology 4 Semester Credits The exploration of human behavior when the brain is altered by traumatic brain injury and diseases such as stroke, epilepsy, and dementia. Learn human neuroanatomy in order to relate brain systems to attention, perception, memory, language, personality, and awareness. Address clinical issues, including neuropsychological assessment and interviewing. 243 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY490 Current Topics in Psychology 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY491 Advanced Research Seminar 4 Semester Credits Research team experience in a seminar format. Designed to extend students’ knowledge of statistical and methodological techniques and to explore contemporary professional issues and implications for social policy. Recommended for students headed for graduate school and those electing an honors major. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); CONSENT(Consent of Instructor), PSY315(Research Methods and Statistics II) PSY493 Seminar: Contemporary Issues 4 Semester Credits Discussion and exploration of contemporary, theoretical, professional, and social policy issues from a psychological viewpoint. Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) PSY498 Independent Study/Research * 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None PSY499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): PSY315(Research Methods and Statistics II) REL REL100 Religion, Vocation, and the Search for Meaning I 4 Semester Credits This introductory course engages students in the search for meaning through the narratives of Judaism, Christianity, and Islam, explores the concept of vocation, and invites students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspectives. Critical reading and inquiry will be fostered through course assignments and activities. 244 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None REL199 Internship 4 Semester Credits Limited to special cases. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL200 Religion, Vocation, and the Search for Meaning II 4 Semester Credits This course builds on the foundational themes established in REL100 by continuing the exploration of vocation and the search for meaning in Christianity and in other world religions. Particular emphasis will be given to religion in public discourse, pluralism, and interreligious dialogue. Critical reading and inquiry will be fostered through course assignments and activities. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I) REL205 Exploring Topics in Religion 4 Semester Credits This course introduces students to various topics within the field of religion. Students will explore primary texts on topics such as gender, economics, and politics and investigate and analyze the contemporary debates involving these complex issues. Students will develop their own perspectives on the topic under investigation. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL210 Research Methods in Religion 4 Semester Credits An introduction to the study of the main disciplines within the academic study of Christianity (Bible, theology, and church history), including methods and research skills. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL220 Religion and Science in Popular Culture 4 Semester Credits 245 Augsburg College 2015-2016 Course Descriptions This course explores the relationship between religion and science through issues that emerge in public discussion through news and popular media. Examples of topics include evolution and intelligent design, genetic engineering and stem cell research, and the social role of science and science as vocation, along with historical and philosophical development of science in its relationship to religion. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL234 Church Music & Worship 4 Semester Credits This course examines the words, music, and ritual actions that have shaped Christian worship throughout the centuries. Students will be grounded in the biblical, theological, and liturgical traditions of the church while examining current practices emerging in the digital age. Experiential components to the course will allow students the opportunity to critically assess and plan worship services. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of REL100(Religion, Vocation, and the Search for Meaning I), REL300(Religion, Vocation, and the Search for Meaning I+II) REL260 Self, Sex & Sin: Human Person in Christian & Contemporary Thought 4 Semester Credits We face complex questions about human beings, sexuality, and sin. The Bible and Christian thinkers have reflected on these topics, but it often seems like traditional claims disagree with modern views. This course explores how the Christian tradition and modern anthropology define self, sex, and sin. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of REL200(Christian Vocation and the Search for Meaning II), REL300(Bible, Christian Theology and Vocation) REL280 Religion and the Rise of Science 4 Semester Credits This course examines the relationship between religion and the study of the natural world from antiquity to the beginnings of modern science, focusing especially on the 16th and 17th centuries. We will explore how historical views of astronomy, biology, mathematics, and physics influenced, and were influenced by, beliefs about God, creation, and human nature. Prerequisite: REL 100. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL298 Directed Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None REL299 246 Augsburg College 2015-2016 Course Descriptions Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL301 Interpreting the Old Testament 4 Semester Credits An investigation of the Torah, Prophets, and Writings, including forms, genres, historical contexts, portrayal of God, and interpretation of these texts by ancient and modern Jewish and Christian communities. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL302 Interpreting the New Testament 4 Semester Credits Historical, literary, and theological interpretation of Paul’s letters, the gospels, and other New Testament writings as persuasive literature for ancient and modern communities. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL306 Non-Western Christianity 4 Semester Credits A study of Christian belief and practice in a variety of cultural settings different from those of Western Europe and North America. In addition to introductions to forms of this faith on other continents, the course will explore the deep questions of the relationship of culture and religion, and the ethnic and cultural location of Christianity. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL309 Religion at the Movies 4 Semester Credits Religious themes such as good and evil, morality and ethics, human nature, holiness, faith and belief, salvation and redemption, and forgiveness and mercy will be explored through the medium of popular film. Core Curriculum Component: Search for Meaning II 247 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a “preferential option for the poor” and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* (Taught only in Mexico) Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL343 Theology of Marriage and Family 4 Semester Credits An examination of the nature of modern marriage and family relationships within the context of the faith and practice of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL345 The Lutheran Heritage 4 Semester Credits This course tracks the development and influence of the Lutheran movement from its origins to its diverse expressions in the 21st century. A cast of characters (from Bach to Bonhoeffer) and controversies (fate and freedom, faith and works, church and politics, and more) highlight the course topics. Overall, students will be equipped and challenged to assess Lutheranism's contributions to the Christian movement in light of other faith (and non-faith) traditions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 248 Augsburg College 2015-2016 Course Descriptions REL346 The Church and Social Change in Southern Africa 4 Semester Credits This course examines the changing role of the church in the midst of the political transformations of southern Africa. Students meet with people representing a variety of religious perspectives and roles within churches and religious organizations. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL347 Ethics and World Religions 4 Semester Credits This course examines the ethics of major world religions, as both a field of study and a way of life. Students will learn about the relationship between religious faith and practice and personal and social ethics. Particular attention will be given to cooperative efforts towards a global ethic. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of REL100(Christian Vocation and the Search for Meaning I), REL300(Bible, Christian Theology and Vocation) REL353 Finding Your Religion/Spirituality 4 Semester Credits A study of the beliefs and worship practices of the major Christian denominations and of the world religions as practised in America. Some controversial religious movements will also be considered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL356 World Religions 4 Semester Credits An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL357 Giants of the Christian Faith 4 Semester Credits Christian history is examined through the lives and theology of notable figures. Thinkers who may be studied include Augustine, Martin Luther, Dorothy Day, and Martin Luther King, Jr. Core Curriculum Component: Humanities, Search for Meaning II 249 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL362 Martin Luther and the Reformation 4 Semester Credits An introduction to the theological thought of the Protestant reformers of the 16th century. Special attention to the writings of Martin Luther and other representative figures. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL363 Religion in America 4 Semester Credits A study of the history of religion in America. This course explores religion as force for personal transformation, community and social change. In the journey from Puritanism to pluralism, special attention is given to the quest for religious freedom and the search for meaning in history. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL370 American Indian Spirituality and Philosophical Thought 4 Semester Credits Religious beliefs, spiritual customs, and philosophy of North American Indians are studied. Tribal similarities and differences are explored as are tribal relationships with nature, religious oversight of life cycles, sacred ritual ceremonies, and beliefs in an afterlife. (Prereq.: junior standing) Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) 250 Augsburg College 2015-2016 Course Descriptions REL378 The Medieval Church 4 Semester Credits This course examines the history of the medieval church from Constantine the Great to Martin Luther (c. 300 to c. 1517 AD). It uses a variety of written and visual sources in an attempt to understand the medieval church and its influence, not only in religious matters, but also in the social and political spheres. Cross-listed with HIS 378. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL385 Process Theology and Christian Faith 4 Semester Credits Explore a cosmological theology that agres with contemporary science (physics and biology), Buddhist perspectives on the world and humans, an understanding of God who is not all powerful but who is all loving, and who requires human participation (vocation) to accomplish the salvation of the world. Prerequisites: REL 100 or REL 300 Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL386 Speaking of Genesis 4 Semester Credits An investigation of scholarship on Genesis and the role of interpretation through study of the characters and values portrayed in Genesis and related biblical texts. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL390 Theology of Death and Dying 4 Semester Credits A study of death and dying from the viewpoint of Christian theology and ethics, taking into account also what other religions and the biological, psychological, and social sciences have had to say on the subject. Special emphasis on medical ethics brought on by modern medical technology. *This course can meet the Search for Meaning II or Humaities LAF requirement but not both.* Core Curriculum Component: Humanities, Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience 251 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL405 Christensen Scholar Seminar I 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Applications due in January. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL406 Christensen Scholar Seminar II 2 Semester Credits This course will study the Bible and Christian tradition in order to help participants discern a call in Christian ministry. This course is open to participants in the Christensen Scholar program only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); CONSENT(Consent of Instructor) REL407 Interfaith Scholars Seminar I 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. Applications due in February/March. Sophomores and juniors may apply. Contact Religion department for details. Core Curriculum Component: None 252 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL408 Interfaith Scholars Seminar II 2 Semester Credits This course engages students as partners in ongoing interreligious dialogue and action by exploring methods and best practices for talking about religion in a diverse democracy. Students will also engage in interfaith service-learning projects through a connection with the Interfaith Youth Core and the President Obama Interfaith Challenge. (Prereq.: sophomore standing). Core Curriculum Component: None Prerequisite(s): REL100(Christian Vocation and the Search for Meaning I) REL425 Christian Spiritual Practices 4 Semester Credits A practical forum on “habits of the heart” that sustain Christian service. Students explore and critically reflect on the value and practice of spiritual disciplines such as prayer, meditation, journaling, and service to the poor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL441 Feminism and Christianity 4 Semester Credits Attention will be given to religious influences on societal roles for women and men, feminist interpretation of the Bible, and the impact of feminism on Christian theology, especially in terms of language and metaphor. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL471 Jesus and His Interpreters 4 Semester Credits Consideration of the New Testament documents, particularly the Gospels, dealing with their context, literary structure, and relationships. Attention to the variety of interpretations given the person of Jesus. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL472 Paul the Apostle 4 Semester Credits A study of the apostle Paul including his historical background, his relationship to the early church, and some of the themes found in his writings. Core Curriculum Component: Search for Meaning II 253 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL475 Judaism 4 Semester Credits An introduction to the Jewish faith as the tradition has developed, as well as attention to current issues facing the Jewish community. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL480 Vocation and the Christian Faith 4 Semester Credits This course will examine vocation in the Bible, the Christian tradition, and contemporary culture. Students will be challenged to make vocation the lens through which they view their lives and communities. This course satisfies the Keystone requirement. (Note: some majors, including REL, may still require a Particular keystone course in that discipline.) Core Curriculum Component: Keystone Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL481 Contemporary Theology 4 Semester Credits An introduction to some representative trends in Christian theological thought today, as seen from the systematic perspective, in the light of the continuing theological task of the Christian church. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) REL483 Christian Ethics 4 Semester Credits The course will focus on the understanding of ethics from a Christian as well as an interreligious perspective, examining the theological and social science context of both individual and social ethics. Students will probe their own definitions of what it means to live a moral life and the processes one uses to make moral decisions. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL490 254 Augsburg College 2015-2016 Course Descriptions Topics 4 Semester Credits Selected topics in religion. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) REL495 Religion Keystone 4 Semester Credits This course is required for the major, and enrollment is normally restricted to students who have nearly finished their coursework. Selected topics vary by instructor. Students will improve writing abilities through writing a major research paper. Core Curriculum Component: Keystone Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); REL210(Research Methods in Religion) REL498 Independent Study/Research 2 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): None REL499 Independent Study/Research 4 Semester Credits For religion majors only. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) SCI SCI106 Introductory Meteorology 4 Semester Credits A survey of the basic principles of Earth’s weather and climate. Topics include winds, fronts, cyclones, clouds and precipitation, thunderstorms, tornados and hurricanes, climate and climate change, global warming, and ozone depletion. (Three one-hour lectures, one two-hour laboratory per week.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) SCI106L Introductory Meteorology Lab 0 Semester Credits 255 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI106(Introductory Meteorology) *concurrent registration is required* SCI110 Natural Science I 4 Semester Credits The first semester of a two-semester survey of natural science. This course focuses on the nature of science and major concepts of physics and chemistry. Laboratory work stressing experimentation and measurement will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Odd years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Group) SCI110L Natural Science I Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): None SCI111 Natural Science II 4 Semester Credits The second semester of a two-semester survey of natural science. This course focuses on major concepts of earth science and biology. Laboratory work will complement lectures and will include the use of computers and electronic sensors. (Three one-hour lectures, one three-hour laboratory per week. Even years-Rochester only.) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SCI110(Natural Science I) SCI111L Natural Science II Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI111(Natural Science II) *concurrent registration is required* SCI123 The Science of Food and Cooking 4 Semester Credits A survey of the underlying physics and chemistry relevant to food and its preparation. Topics include: molecular building blocks of food, phases and phase transitions, emulsions, foams, gels, fermentation, taste, soil, plants, self-assembly, microbes, and nutrition. (Three hours of lecture and one and a half hour of laboratory. Spring) Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): 1 of MAT103(Everyday Math), MPL(Math Placement Level) SCI123L The Science of Food and Cooking Lab 0 Semester Credits Core Curriculum Component: Natural Sciences and Mathematics (Lab) Prerequisite(s): SCI123(The Science of Food and Cooking) *concurrent registration is required* 256 Augsburg College 2015-2016 Course Descriptions SCI280 Introduction to Research 2 Semester Credits This is a topics course for discovery-based research introducing concepts and skills based on instructor-generated research projects. It is offered through a selection-process based on student interest, invitation, and interview selection. It is recommended for students in the Honors Program and can also fulfill an AugExperience as an experiential course in research if the student project results in presentation of the work in subsequent semesters. All are welcome to apply. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) SCI301 Science in the World 1 Semester Credits A weekly seminar designed especially for students transferring to pursue a STEM degree at Augsburg College and explores modes of discourse and sets of expectations common to upper-level science courses. Core Curriculum Component: None Prerequisite(s): None SCI490 Integrated Science 2 Semester Credits The Natural Science Keystone explores the connections of science with the world at large, including faith, vocation, ethics, and professional accountability. Students will reflect on science as a vocation and the philosophy of science in a global context of the interconnectedness of faith, reason, ethics, sustainability, and socio-political-economic situation. (Prereq: senior biology, chemistry, or physics major) Core Curriculum Component: Keystone Prerequisite(s): None SOC SOC111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Engaging Minneapolis, Social and Behavioral Sciences Prerequisite(s): None SOC121 Introduction to Sociology 4 Semester Credits What is society and how does it make us who we are? Sociology offers insights into discovering the world and one’s place in it. Course study focuses on an understanding of culture, social structure, institutions, and our interactions with each other. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None SOC199 257 Augsburg College 2015-2016 Course Descriptions Internship 4 Semester Credits This course requires at least 140 hours at a college-approved internship site and completion of a learning agreement before or at the beginning of the internship. Participation in a biweekly on-campus seminar is also required to receive course credit. Core Curriculum Component: None Prerequisite(s): None SOC231 Family Systems: Cross Cultural Perspectives 4 Semester Credits The term family is a universal concept, yet its membership, rituals, and functions vary dramatically across world cultures and sub-cultures in the United States. Family systems are explored with respect to cultural and historical settings, variations among families, and modern cultural and social patterns. Core Curriculum Component: None Prerequisite(s): None SOC240 Protest and Social Change: The Sociology of Social Movements 4 Semester Credits Why do people engage in protests and join social movements? What impacts do social movements have on social institutions, the state, culture, and even personal identity? This course explores these and other questions through studying social movement theory and several social movements occurring over the last two centuries. (SOC 121 and courses on 19th or 20th century U.S. history recommended, but not required.) Core Curriculum Component: None Prerequisite(s): None SOC265 Race, Class and Gender 4 Semester Credits Who gets what, when, and how? Individuals and groups from diverse backgrounds—race, ethnicity, class, gender, and sexuality—receive unequal portions of wealth, power, and prestige in our society. This course focuses on both the collective and individual processes involved in social inequality. Core Curriculum Component: None Prerequisite(s): None SOC266 Sociology of Sexualities 4 Semester Credits What we mean by “sex” changes over time. During different historical time periods it’s been a sin, a means of forging ties between powerful families, a source of psychological perversion, a means to pleasure, a symbol of love, as well as a personal identity. This class explores how sexuality and its components (desire, pleasure, love, the body) are socially constructed. Core Curriculum Component: None Prerequisite(s): None SOC277 Introduction to Criminology 258 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits What do we know about crime in American society? How can we explain crime sociologically? Patterns of crime, theories to explain crime, and analysis of the police, the courts, and the correctional system are examined. Core Curriculum Component: None Prerequisite(s): None SOC290 Cultures of Violence 4 Semester Credits Street gangs and warfare. Police brutality and genocide. Domestic abuse and riots. What are the dynamics underlying different forms of violence? This course takes violence in its many forms as a topic for sociological analysis. Core Curriculum Component: None Prerequisite(s): None SOC295 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): None SOC299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC300 Topics 4 Semester Credits A variety of topics offered periodically depending on needs and interests that are not satisfied by regular course offerings. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC320 Sociology of Law 4 Semester Credits How does law in practice differ from law as it is written in the Constitution/Bill of Rights? Despite the pretense that legal language is neutral, in practice, the law constructs people in different, unequal ways based on their class, age, race, gender, and sexuality. We will explore the different ways that law is practiced and theorized. Coursework will involve observing law in practice in local courts. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC349 Organizations and Society: Understanding Nonprofits and Corporations 259 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits What is the nature of these modern organizations in which we spend so much of our daily lives? Organizations as corporate actors, for profit and not for profit, are analyzed with respect to their goals, culture, technology and structure. We will explore the consequences of living in a society dominated by organizations. Core Curriculum Component: None Prerequisite(s): 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC121(Introduction to Human Society) SOC362 Statistical Analysis 4 Semester Credits This course is an introduction to descriptive and inferential statistics in the social sciences; as such, it provides a foundation for understanding quantitative analysis—be it in an academic journal or a daily newspaper. Core Curriculum Component: None Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); SOC121(Introduction to Human Society) SOC363 Research Methods 4 Semester Credits Good research—do you know it when you see it? Can you produce it yourself? Social science research skills are learned through the practice and application of the basic tools of valid and reliable research design and data analysis. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SOC362(Statistical Analysis) SOC375 Social Psychology 4 Semester Credits Who are you, really? Taking the perspective of symbolic interactionism, this course begins with an exploration of how we create and sustain our identities through interaction with those around us and how those identities change with the surrounding circumstances. The course continues with a consideration of how social situations affect and shape individual identity and behavior. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC377 Organizational Crime and Deviance 4 Semester Credits The benefits of contemporary organizational life come with costs: space shuttle explosions, insider trading, chemicals dumped in lakes; nuclear accidents; corporate scandals. What are the causes and consequences of organizational crime and deviance? Case study analysis and the application of sociological models of explanation will be examined in depth. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC380 Disaster and Resilience 4 Semester Credits 260 Augsburg College 2015-2016 Course Descriptions Floods. Heat waves. Earthquakes. Nuclear accidents. How do communities respond to such disasters? What is the role of government and media in such events? Can we reduce vulnerabilities? Through projects, field visits, guest speakers and seminar discussions we draw from the sociology of disaster, urban sociology, environmental studies, and organizational theory. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society) SOC381 City and Regional Planning 4 Semester Credits Explores and analyzes theories and approaches to urban planning and the shaping of metropolitan areas. Readings, simulations, outside speakers, and field study in a seminar format. Core Curriculum Component: None Prerequisite(s): 1 of SOC111(Human Community and Modern Metropolis), SOC121(Introduction to Human Society), SOC211(Human Community and Modern Metropol); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SOC387 Juvenile Delinquency 4 Semester Credits Why is the delinquency of juveniles seen differently from the deviance of adults? In addressing this question the social construction of deviance and delinquency as well as the historical precedents for treating juveniles differently will be examined. Topics include: sociological theories, patterns of delinquency, and the social and legal reactions to juvenile delinquency. Core Curriculum Component: None Prerequisite(s): None SOC390 Social Problems Analysis 4 Semester Credits How do social problems develop? What can be done about them? This course engages the sociological imagination in an attempt to draw connections between micro-level analysis and macro-level analysis, linking our own private troubles with public issues. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SOC399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SOC485 261 Augsburg College 2015-2016 Course Descriptions Sociological Theory 4 Semester Credits An examination of the major theoretical traditions within sociology, tracing the course of their development in the 19th and 20th centuries. Core Curriculum Component: None Prerequisite(s): SOC121(Introduction to Human Society) SOC490 Senior Seminar and Keystone 4 Semester Credits This Keystone experience provides the opportunity for majors to integrate the sociology program and general education, develop an understanding of the applied value of sociology, and articulate a sense of vocation and professional identity. Pass/No Pass grading. Senior sociology majors only. (Spring) Core Curriculum Component: Keystone Prerequisite(s): SOC485(Sociological Theory) SOC495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of All of SOC121(Introduction to Human Society), SOC485(Sociological Theory); CONSENT(Consent of Instructor) SOC499 Independent Study/Research 4 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor), SOC121(Introduction to Human Society) SPA SPA111 Beginning Spanish I 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 1 Prerequisite(s): None SPA112 Beginning Spanish II 4 Semester Credits Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of the Spanish-speaking world. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA111(Beginning Spanish I), SPALANG(Spanish Language Placement) SPA199 262 Augsburg College 2015-2016 Course Descriptions Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA206 Spanish for Health Care Professionals 4 Semester Credits Taught in Cuernavaca, Mexico. Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA211 Intermediate Spanish I 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA112(Beginning Spanish II), SPALANG(Spanish Language Placement) SPA212 Intermediate Spanish II 4 Semester Credits Through the reading of selected Latin American and Spanish texts that stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish and build conversational skills through class discussions. Core Curriculum Component: Modern Language 2 Prerequisite(s): 1 of SPA211(Intermediate Spanish I), SPALANG(Spanish Language Placement) SPA220 Business Spanish 4 Semester Credits Aims to enable students to develop proficiency in the vocabulary, grammar, and cultural competencies necessary to successfully conduct business in Spanish-speaking countries, with an emphasis on Latin America. (Prerequisite: 112 or equivalent or instructor’s consent. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): SPA112(Beginning Spanish II) SPA224 Spanish for the Ministry 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA225 Spanish for Heritage Speakers I 4 Semester Credits 263 Augsburg College 2015-2016 Course Descriptions This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA231 Pre-Columbian, Colonial and Contemporary Mexican Art 4 Semester Credits Core Curriculum Component: Fine Arts Prerequisite(s): None SPA248 Spanish and Latin American Culture Through Film 4 Semester Credits An introduction to contemporary cultural issues of Spanish and Latin American societies as portrayed in the films of major filmmakers with attention to the aesthetic variations across their works. Core Curriculum Component: None Prerequisite(s): SPA212(Intermediate Spanish II) SPA295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA311 Spanish Conversation and Composition 4 Semester Credits Aims to enrich vocabulary and improve fluency and facility through oral and written practice in correct expression. This course is a prerequisite for all upper division courses except for SPA 316. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) SPA312 Spanish Expression 4 Semester Credits Intended for students who have a basic command of writing and speaking skills in Spanish and seek to expand them. Intensive practice aimed at refining grammar skills. Highly recommended as a continuation of SPA 311. Core Curriculum Component: None Prerequisite(s): 1 of SPA212(Intermediate Spanish II), SPALANG(Spanish Language Placement) 264 Augsburg College 2015-2016 Course Descriptions SPA316 Conversations in Cultural Context 4 Semester Credits Aims to improve oral fluency through intensive, individualized instruction, discussions, debates, and oral reports. Uses Latin American films to stimulate discussion. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA325 Spanish for Heritage Speakers II 4 Semester Credits This course is for you if you grew up hearing Spanish and can communicate your ideas but are lacking a basic knowledge of Spanish grammar and thus feel insecure about writing and/or speaking it. The goal is to help you gain fluency and confidence in your native language. (No prerequisites. Placement in level I or II depends on proficiency. Only taught in Mexico.) Core Curriculum Component: None Prerequisite(s): None SPA331 Spanish Civilization and Culture 4 Semester Credits Study of the Spanish character and of Spanish contributions to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA332 Latin American Civilization and Culture 4 Semester Credits A study of the cultural heritage of the Spanish American countries from the pre-Columbian civilizations to the present. In Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA334 Contemporary Mexican Literature 4 Semester Credits This course examines short stories by the most important contemporary Mexican authors, focusing particularly on the second half of the 20th and the first few years of the 21st century. You will learn about the distinctive traits of Mexican literature as you learn about the historical, cultural, and literary contexts of this period. (Prereq: SPA 311 or equivalent or instructor’s consent. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits 265 Augsburg College 2015-2016 Course Descriptions This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. (Prereq.: SPA 311. Taught in Mexico.) Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA336 Guatemalan Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Guatemala from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Guatemala. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA337 Mexican Civilizations and Cultures 4 Semester Credits The purpose of this course is to explore the development and present status of the many indigenous and other cultural groups in Mexico from pre-Colombian times to the present. Primary emphasis will be on the complexity of diverse cultures in contemporary Mexico. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA352 Survey of Spanish Literature I 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA353 Survey of Spanish Literature II 4 Semester Credits A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written, and oral reports in Spanish. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA354 Representative Hispanic Authors 4 Semester Credits An introduction to Hispanic literature. Lectures, discussions, and written and oral reports in Spanish. Core Curriculum Component: Humanities Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) 266 Augsburg College 2015-2016 Course Descriptions SPA356 Latin American Literature 4 Semester Credits Examines issues of social change through the voices of contemporary Latin American writers. Focuses on short stories, poetry, plays, one novel, and testimonials of indigenous peoples, women, and Central American refugees. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression) SPA357 Central American Literature 4 Semester Credits This course offers an introduction to contemporary Central American literature, focusing on poetry and narratives written in the 20th century. Special attention is given to the reciprocal relationship between literature and Central American history and social change. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression), SPALANG(Spanish Language Placement) SPA397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SPA399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): SPA212(Intermediate Spanish II) SPA411 Advanced Spanish Conversation and Composition 4 Semester Credits Emphasizes increasing facility and correctness of written and oral expression through conversations, discussions, reports, debates, written compositions, and grammatical exercises. Core Curriculum Component: None Prerequisite(s): 1 of SPA311(Spanish Conversation and Composition), SPA312(Spanish Expression); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPA495 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPA499 Independent Study 267 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPE SPE315 Emotnal and Behavoral Disabilites S 1.5 Semester Credits The purpose of this course is to discuss critical issues in the field, create a final portfolio synthesizing your coursework and experience, and prepare for student teaching. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE410 Implementing Assessment Strategies 3 Semester Credits This course examines the assessment process from the pre-referral to the recommendation stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE411 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE415 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities); 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE425 268 Augsburg College 2015-2016 Course Descriptions Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE430 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE434 Tchng Cont Area w/Lrng Disabilities 3 Semester Credits This course will teach students to identify, adapt, and implement developmentally appropriate instruction that support the learning of students identified as having learning disabilities. The course will specifically focus on the areas of reading, writing and listening comprehension, math, reasoning, and problemsolving skills. There will be a strong focus on the modifications involved in these areas and the planning process involved. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of SPE400(TCHNG Emotnal/Behavral Disabilitie), SPE500(TCHNG Emotnal/Behavral Disabilitie) SPE481 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE483 Student Teaching: Elementary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience 269 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE485 Student Teaching: Secondary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE487 Student Teaching: Secondary Special Education 4 Semester Credits Full-time, supervised student teaching. Required for licensure. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE489 Teacher Performance Assessment and Student Teaching Seminar 2 Semester Credits This course supports the development of the teacher candidate's professional practice through a series of seminars that focus on helping student teachers make connections between the student teaching experience and what they have learned through their education courses and field experiences. These workshops mentor students in the analysis and completion of the Teaching Performance Assessment (edTPA). Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); CONSENT(Consent of Instructor) SPE490 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students with special needs. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: Keystone Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), GRADEDADMIT(Graduate Education Department Admission), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) SPE501 Historical and Contemporary Issues in American Indian Education 4 Semester Credits This course examines foundational aspects of teaching and learning as they relate to education. It will investigate educational history, philosophy as well as models of teaching and learning. A major focus will be to examine past and present educational experiences of American Indian people in the U.S. Minnesota Board of Teaching (BOT) Standards and American Indian Learner Outcomes (AILOS) will also be introduced. 270 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE502 American Indians and Special Education 4 Semester Credits This course will explore disability awareness in traditional and contemporary native culture, exploring historical and contemporary issues effecting students with disabilities and focusing specifically on American Indian students in special education. It will provide an overview of special education in U.S. culture including relevant laws, theories, and sociological concepts as they relate to disability. It will also examine the high incidence of American Indians in special education including fetal alcohol syndrome (FAS), autism, and biological and environmental conditions. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE503 Assessment of American Indian Learners 4 Semester Credits This course will examine the cultural bias and discrimination issues with mainstream educational systems, providing alternative assessments appropriate with native populations. It will also identify differences in assessment tools and strategies, native student learning and best practices in assessment. Characteristics of learning deficits and how they interfere with the Circle of Courage will be examined, and approaches for compensation will be developed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE504 Working with American Indian Families and Communities 4 Semester Credits This course will examine techniques appropriate for working with American Indian families, extended families, professionals, paraprofessionals, and the community when planning and implementing IEPs and transitions for American Indian students with special needs. Skills and strategies to build partnerships to work within and among Native families and communities to best meet the needs of the student will also be addressed. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE505 Manifestation of Multigenerational Trauma and Internalized Oppression 4 Semester Credits This course will focus on how multigenerational trauma and internalized oppression manifests itself in families, communities, schools, and student learning. It will examine and explore strategies that provide practical skills and tools to mitigate these effects. Disability categories such as Emotional Behavioral Disabilities (EBD), Attention Deficit Disorder (ADHD), Autism Spectrum Disorders (ASD), and Fetal Alcohol Syndrome (FAS) will be examined as contemporary issues impacting American Indian children. Behavioral support options appropriate for students identified with EBD will be provided. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) 271 Augsburg College 2015-2016 Course Descriptions SPE506 Indigenous Learners 4 Semester Credits This course will identify best practices in American Indian education incorporating culturally appropriate methods and materials for students in special education. It will also explore cultural differences in learning and behavioral practices, community and environment variables, examining the high incidence of American Indian students in special education, cultural misunderstandings that impede placement, services and diagnosis. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE507 Indigenous Methods of Instruction: Practical Application 4 Semester Credits Current best practices in American Indian education will provide students with hands on skills and strategies for curriculum development including unit planning, lesson planning, and individualization. Various models of instruction for teaching students including the development of intervention plans that are culturally, academically, and socially appropriate based on assessment and observation to meet the needs of American Indian special education students. A field component will accompany this course. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE508 Professional Issues and Development 2 Semester Credits This course will focus on professional development and integrity in teaching. It will examine current issues and ethical dilemmas in the fields of special education/American Indian education. Documentation, reflection, synthesis of learning and the development of a professional portfolio will be the main focus. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE509 Literacy Instruction for American Indian Learners with Exceptionalities 4 Semester Credits This course is designed to provide the special education teacher with an understanding of the complex developmental process of reading skills for K-12 American Indian students with special learning needs. We will consider ways in which reading disabilities develop among American Indian students. In this course, we will study complex developmental behavior influenced by factors such as phonemic awareness, words analysis, vocabulary, fluency, comprehension, language, and motivation. This course will also include investigation of best practices in reading assessment and instruction for American Indian students with special learning needs. Core Curriculum Component: None Prerequisite(s): None SPE510 Implementing Assessment Strategies 3 Semester Credits 272 Augsburg College 2015-2016 Course Descriptions This course examines the assessment process from the pre-referral to the recommendatio stage. Students gain understanding of key assessment tools and how they influence student placement and programming. A qualitative and person-centered assessment process is emphasized. Field experience is required. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE511 Etiology and Theory of Mild to Moderate Disabilities 3 Semester Credits This course presents an overview of learners with emotional or behavioral disorders, specific learning disabilities, developmental cognitive disabilities, autism spectrum disorders, and other health disabilities, including those from culturally and linguistically diverse backgrounds. Students will probe the central concepts, history and models, theories, and philosophies that form the bases for special education practice. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE515 Theory to Practice 3 Semester Credits The focus of this course is on the design, delivery, and evaluation of academic instruction for students with mild to moderate exceptional learning needs. In this course students will gain the knowledge and skills needed to use a wide range of academic instructional practices across multiple settings when working with youth who have exceptional learning needs. Field experience is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission); 1 of EDC410(Learners with Special Needs), EDC544(Learners with Special Needs); 1 of SPE411(Etiology and Theory of Mild to Moderate Disabilities), SPE511(Etiology and Theory of Mild to Moderate Disabilities) SPE525 Transition and Community 3 Semester Credits Rationale, design, and delivery of programs for students with disabilities in transition from secondary to post-secondary environments as well as other transitions in life. Collaboration, communication, and coordination strategies will be a central focus. This course will emphasize the key elements of an effective delivery system for building self-determination skills in students with disabilities. Therefore, students will compare and contrast their own transition experiences with literature specific to students with disabilities, develop transition IEPs, and gain awareness of working with families, agencies outside of the school, and others to create a seamless system of transition. Field experience in a transition setting is required. Core Curriculum Component: None Prerequisite(s): 1 of EDADMIT(Education Department Admission), GRADEDADMIT(Graduate Education Department Admission) SPE530 Instructional and Behavioral Practices 3 Semester Credits This course examines behavioral support options used with students who are labeled EBD. It emphasizes the use of reflective, pro-active and non-aversive approaches drawn from current best practices and including positive behavioral supports, person centered planning and functional assessment. Field experience is required. 273 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE540 Parent and Professional Planning 3 Semester Credits This course examines the role of families of students with special needs, specifically those families of students labeled EBD. A family systems perspective is introduced and applied. The need to form strong connections with community agencies is emphasized. Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE598 Independent Study 2 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPE599 Topics 3 Semester Credits Core Curriculum Component: None Prerequisite(s): GRADEDADMIT(Graduate Education Department Admission) SPP SPP200 Study Abroad 16 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP201 Study Abroad Summer School 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SPP202 Study Abroad/Part Time 8 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK SWK100 Introduction to Professional Social Work 4 Semester Credits 274 Augsburg College 2015-2016 Course Descriptions This course provides an opportunity for students to explore a possible social work major or future career in human services. Students will receive an overview of social welfare as an institution and social work as a profession. The course examines service needs associated with the unequal impact of social, economic and political structures on diverse groups in society. Students volunteer 40 hours in a human service agency, program or institution. Core Curriculum Component: None Prerequisite(s): None SWK210 Environmental Justice and Social Change 4 Semester Credits This course examines the relationship between environmental justice issues and principles and methods of social change. It explores the relationshipbetween environmental damage and damage to human populations, the differential effect of environmental damage on specific populations, and the ways social change agents can mobilize action to correct these injustices. Core Curriculum Component: None Prerequisite(s): None SWK230 Global Peace and Social Development 4 Semester Credits This course offers a framework for understanding sustainable social and economic development and non-violent social change. Case studies present examples of how social work and human services function in a global context and are vital to fostering peace, human rights, and well-being. Core Curriculum Component: Engaging Minneapolis Prerequisite(s): None SWK240 Intergroup Dialogue 4 Semester Credits In SWK 240, students will participate in intergroup dialogue; an experiential process that enhances complex thinking skills as well as cross-cultural competence and empathy. The class will explore the intersection between the student’s individual experiences and narratives from historical, psychological and sociological sources. Core Curriculum Component: None Prerequisite(s): None SWK280 Diversity and Inequality in Professional Practice 4 Semester Credits This course explores diversity and social inequality as they relate to professional practice in social work and other helping professions. Building cultural competence in work with diverse populations, students learn through dialogue, reading, experiential exercises, and community observation. Core Curriculum Component: None Prerequisite(s): None SWK294 Topics 4 Semester Credits Core Curriculum Component: None 275 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None SWK295 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK301 History and Analysis of Social Policy 4 Semester Credits The history of social workers, social movements, and changing social norms in Europe, North America, and globally profoundly affects social welfare policy today and tomorrow. In this course, students learn how historical events, policies, and programs influenced today’s social responses to human needs. Core Curriculum Component: None Prerequisite(s): None SWK303 Human Development and the Social Environment 4 Semester Credits Students focus on the theories and knowledge of human bio-psycho-social spiritual development throughout the life span. Students will study how people develop, with attention to the interaction among individuals, families, and the changing social environment. The course takes a life span perspective of human development, from birth to death in the context of the person in the environment. Traditional approaches to life “stages” are also explored, along with less traditional issues, such as human behavior and development as a result of different cultures, sexual orientation, poverty, differing physical or mental abilities, and the relationship between diverse statuses and the social environment. Core Curriculum Component: None Prerequisite(s): None SWK306 Social Work Practice 1: With Individuals 4 Semester Credits Students develop foundational social work practice knowledge, skills, and values while learning to interview, assess, set goals, and work with individual clients. Course readings, class participation, simulations, and role-plays provide learning opportunities for students to build skills necessary for generalist social work practice with individuals, families, and groups. Emphasis is on holistic practice applying the strength-based problem solving approach and working with diverse populations. Core Curriculum Component: None Prerequisite(s): None SWK307 Field Work 1: Integrative Seminar 4 Semester Credits 276 Augsburg College 2015-2016 Course Descriptions Students begin applying practice knowledge and skills in their first social work practicum. Social work professionals in regional human service agencies supervise students in a full-year field placement. Students also synthesize their coursebased learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK306(Social Work Practice 1: With Individuals) *concurrent registration is required* SWK316 Social Work Practice 2: With Families and Groups 4 Semester Credits Students continue to develop generalist social work practice knowledge, skills, and values while learning to interview families and facilitate groups. Emphasis on holistic practice applying the strength-based problem solving approach and working with diverse groups and families. Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); SWK306(Social Work Practice 1: With Individuals), SWK307(Field Work 1: Integrative Seminar) SWK317 Field Work 2: Integrative Seminar 4 Semester Credits This course is a continuation of SWK 307. Students apply practice knowledge and skills in their first social work practicum. Students synthesize their course-based learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience Prerequisite(s): SWK316(Social Work Practice 2: With Families and Groups) *concurrent registration is required* SWK396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK401 Social Work Research and Evaluation 4 Semester Credits This course will provide students with an introduction to positivist and constructivist theories and related methods commonly used in both social science research and social work evaluation. Students will learn to integrate social work values and ethical principles with social science research and evaluation. Methods of program and practice evaluation will be examined. Various approaches to organizing information and interpreting data will also be examined. Core Curriculum Component: None 277 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): 1 of MAT105(Applied Algebra), MPL(Math Placement Level 3); 1 of MAT163(Introductory Statistics), SOC362(Statistical Analysis) SWK406 Social Work Practice 3: With Communities and Policies 4 Semester Credits Students learn how community organizations, human service agencies, and social policies emerge in Western society. Students study how to organize communities for empowerment, how to assist human service agencies to adapt, and how to influence local, regional, and national policies. Core Curriculum Component: None Prerequisite(s): None SWK407 Field Work 3: Integrative Seminar 4 Semester Credits Social work professionals in regional human service agencies supervise students in a senior year field placement. Students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the fall term. Core Curriculum Component: Augsburg Experience Prerequisite(s): None SWK417 Field Work 4: Integrative Seminar 4 Semester Credits This course is the social work major keystone course and a continuation of SWK 407. Social work students synthesize their advanced course learning with their supervised training through participation in weekly integrative seminars. Students complete a minimum of 120 hours of supervised practice in the spring term. Core Curriculum Component: Augsburg Experience, Keystone Prerequisite(s): None SWK499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK500 Human Behavior and the Social Environment 4 Semester Credits This course presents knowledge basic to an understanding of human growth and behavior through the lifecycle. It examines the interplay of biological, social, cultural, psychological, and spiritual contexts that influence the growth of individuals and families in contemporary global society. It requires students to select and apply theory and knowledge from the liberal arts to help understand human behavior and development. Core Curriculum Component: None Prerequisite(s): None SWK501 History of Social Welfare Policy 278 Augsburg College 2015-2016 Course Descriptions 3 Semester Credits This course analyzes the history of social welfare policy in the United States and its impact on current social policy. This exploration is a critical analysis of history that connects social welfare to political, economic and other arenas. The course analyzes major assumptions, ideas, and events contributing to the rise of the welfare state, the profession of social work, and its values and ethics. Core Curriculum Component: None Prerequisite(s): None SWK504 Applied Research Methods 2 Semester Credits The purpose of this course is to prepare students to engage in research-informed practice and practice-informed research. Students use knowledge from their practice courses to integrate with the scientific method. Basic Components of the scientific method will be discussed such as research designs, measurements, sampling methods, data analysis, and research ethics. Core Curriculum Component: None Prerequisite(s): None SWK505 Practice Methods and Skills 1: Individuals 4 Semester Credits The methods sequence is built on a theoretical conceptualization that integrates systems and ecological theory, the strengths perspective and the problem-solving model. SWK 505 teaches the foundational knowledge, skills, and principles of the helping process with individual clients. Throughout the course, work with a diversity of professional and natural helping networks and client groups are stressed. Core Curriculum Component: None Prerequisite(s): None SWK506 Practice Methods and Skills 2: Groups and Families 4 Semester Credits This course provides the foundation for social work practice with groups and families. It emphasizes the knowledge, values, and skills necessary for professional practice with groups and families as well as task groups and therapeutic groups. Finally, the course is built on theoretical conceptualizations that integrate systems and ecological theory, the strengths perspective, and the problem solving model. Core Curriculum Component: None Prerequisite(s): None SWK509 Human Behavior: Mental Health Assessment and Diagnosis 4 Semester Credits Using a developmental and strengths perspective, emphasis is placed on biopsychosocial, spiritual, cultural and environmental influences on incidence, course and treatment of the most commonly presented mental health diagnoses and the differential effect of these factors on diverse populations. Current research and theory in developmental psychology, neurobiology and sociology provide the foundation for understanding the development of mental health. Core Curriculum Component: None Prerequisite(s): None SWK510 279 Augsburg College 2015-2016 Course Descriptions Advanced Practice Methods 4 Semester Credits This course is for advanced standing students only and is designed to provide a transition from their BSW program to advanced placement in the MSW program. It provides knowledge and skill building in the latest approaches to social work practice, contemporary theories, and current research on effectiveness. The program’s approach to graduate level social work practice with individuals, groups, families, organizations, and communities will be covered, with opportunities to build on students’ BSW background and post-graduate experience. Core Curriculum Component: None Prerequisite(s): None SWK516 Practice Methods and Skills 3: Communities and Policies 3 Semester Credits This course introduces theoretical knowledge of macro practice social work with organizations, communities, social movements, programs and policies. Students will gain fundamental macro practice social work skills with organizations, communities, and policies. Using a social justice framework, social identity within macro systems will be examined. Social work ethics and community-based research, including their relevance and application to macro systems will be applied. Core Curriculum Component: None Prerequisite(s): None SWK530 Integrated Field Seminar 1 4 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research. Core Curriculum Component: None Prerequisite(s): None SWK535 Integrated Field Seminar 2 2 Semester Credits The foundation field seminars: (1) integrate course content (2) address issues and experiences from the students’ field practicum through rigorous application of the problem-solving process, systems theory, ecological, and strengths perspectives. The seminars make connections among course components and the expansion of classroom contentparticularly that relating to dynamics of family, group and community; human behavior; populations-at-risk; policy analysis and research Core Curriculum Component: None Prerequisite(s): None SWK610 Integrative Field Seminar 3: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in 280 Augsburg College 2015-2016 Course Descriptions a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK611 Integrative Field Seminar 4: MCCP 3 Semester Credits The seminars are designed to address issues and experiences from the student's field practicum through rigorous application of different theoretical concepts and social work principles using a culturally sensitive approach grounded in a clear ethical foundation. The goal is to strengthen the students sophistication in understanding the interconnections between culturally appropriate theory and practice skills related to a specific client system, and the students inherent and inescapable contribution based on the students use of self. Secondly, the field seminar is the course where the students reflect on the evolution of their practice and document their progress. All students in field placements must participate in the appropriate concurrent Field Seminar. Core Curriculum Component: None Prerequisite(s): None SWK615 Diversity and Inequality 1: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None Prerequisite(s): None SWK616 Diversity and Inequality 2: MCCP 2 Semester Credits These courses are based on a dual focus of valuing diversity and understanding social justice. This two-course sequence studies the history, demographics, and cultures of various disenfranchised groups as well as the dominant culture. It examines the impact of inequality on people of all backgrounds. In the second semester, students will participate in dialogue group: a stage-based, co-facilitated, face-to-face group that focuses on dialogue skills within the context of one’s race, ethnicity, age, religion, disability, country of origin, gender identity and sexual orientation. The two-sequence course is based on several assumptions: social inequality is an overarching phenomenon related to diversity, with individual manifestations within different social identity categories; social injustice occurs and is present at individual, institutional, and societal/structural levels; and, professional social work ethics and values demand cultural competence and culturally sensitive practice at the micro, mezzo, and macro levels. Core Curriculum Component: None 281 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None SWK628 MCCP with Individuals 4 Semester Credits MCCP with Individuals is a required methods course in the MCCP concentration. The course prepares social work clinicians who are competent to assess, intervene and monitor clinical interventions that are culturally sensitive and consistent with social work values and ethics. Although focused on individual intervention, clients are viewed within the context of their families and social context. The therapeutic process and treatment strategies are examined, incorporating content from psychodynamic, cognitive-behavioral, and post-modern models. These content areas are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by an ecosystems, strengths, and empowerment perspective. Particular attention is given to the development of self-reflective practitioners. Core Curriculum Component: None Prerequisite(s): None SWK629 MCCP with Families 3 Semester Credits MCCP with Families is a required methods course that focuses on the family as a unit of assessment and intervention in clinical social work practice. This course examines theory, knowledge and skills for clinical practice with families within a multicultural context. Students apply major family therapy models to assessing and intervening with families experiencing problems. The models are compared from a multicultural perspective in terms of their theoretical assumptions, intervention methods, and empirical evidence regarding treatment outcomes. Application of the models is placed within the problem-solving model and guided by ecosystems, strengths and empowerment perspectives. The course emphasizes family work that is appropriate to individual and family developmental stages and to diverse family types. Attention is given to family-centered practice in different social work fields of practice and settings and to the development of self-awareness of the practitioner. Core Curriculum Component: None Prerequisite(s): None SWK630 MCCP Policy Practice 3 Semester Credits In this course, MCCP students learn how organizational and social policies affect the delivery of clinical social work services in multicultural contexts. Students build upon the core policy practice competencies gained in their MSW foundation courses. Clinical social work practice is distinguished from other professional clinical practice by this use of the person-in-environment perspective. The multi-cultural lens sharpens focus on both the strengths that come with diversity and the discrimination and oppression, such as racism, that policies can uphold or undo. Core Curriculum Component: None Prerequisite(s): None SWK631 MCCP with Groups 4 Semester Credits This course prepares students for advanced multicultural groupwork within a clinical practice. This course builds on the foundational curriculum with particular attention to clinical practice skills. Students will focus on the process of individual empowerment and change in the context of clinical group processes. Applied theories of human 282 Augsburg College 2015-2016 Course Descriptions development, change, and resilience are integrated with theories of group processes, group leadership, and group communication as a critical knowledge base for planning, intervention, and leadership. Students will develop an understanding of phases of group practice, intervention skills, and ethical practices applied in a groupwork environment. In this course, the reflexive use of self and the cautious use of evidence based practice serve as the foundation for culturally responsive groupwork. Students will consider how their social identity and position influences similar and mixed social identity groups and their processes. Core Curriculum Component: None Prerequisite(s): None SWK634 MCCP Supervision 2 Semester Credits Building upon the research to date on social work supervision, this course presents the functions of supervision (administrative, educational, supportive) as they interrelate in achieving the primary purpose of clinical supervision: assuring that client services prevent difficulties in client functioning and restore or enhance the biopsycohosocial and spiritual functioning of individuals, families and groups served by supervisees. Students hone skills necessary for each of the stages of the supervisory process (planning, beginning, work, and ending), and they build a repertoire of supervisory questions that have been associated in research with fostering success in meeting clients’ goals. Students learn to differentiate supervision with its dimensions of hierarchical power, responsibility, liability, and authority from peer consultation. They gain competencies in both individual and group supervision, as well as competencies related to consultation with a multicultural lens to advance the application of theories and models of clinical social work practice. Core Curriculum Component: None Prerequisite(s): None SWK639 MCCP Elective 2 Semester Credits Courses in MCCP electives are opportunities for students to practice with a focus on a particular field or aspect of social work practice. Examples include Ethics, Substance Abuse and Social Work, and Trauma Therapy and Treatment. Core Curriculum Component: None Prerequisite(s): None SWK640 Multicultural Clinical Practice Capstone 3 Semester Credits This capstone course focuses on evaluation of treatment outcomes and practice efficacy. Students apply research skills, using clinically derived data in formative and summative evaluation of their practice process and outcomes. Students create a practice evaluation portfolio using previous coursework and data sets collected from their field practica. Data sets may include process recordings, structured observations, and data from individualized rating scales and questionnaires. Core Curriculum Component: None Prerequisite(s): None SWK651 Integrative Field Seminar 3: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom 283 Augsburg College 2015-2016 Course Descriptions content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK652 Integrative Field Seminar 4: MCMP 3 Semester Credits The goal of these two courses is to strengthen the connections between theory and practice. All students in field placements must participate in the appropriate concurrent field seminar. As part of this integrative function, the seminar also serves as a means for making connections among course components and the expansion of classroom content—particularly as relating to dynamics of groups, communities, and organizations; human behavior; policy analysis; and research. Core Curriculum Component: None Prerequisite(s): None SWK657 Diversity and Inequality 1: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK658 Diversity and Inequality 2: MCMP 2 Semester Credits These courses explore diversity and social inequality related to race, ethnicity, social class, gender, sexual orientation, age, and disability with application to the social service setting. Students focus on the structural and institutional processes through which social inequality is created and perpetuated. Institutional remedies for inequality are studied, such as affirmative action and equal opportunity policy, culturally competent supervision, administration, program development, and advocacy. Core Curriculum Component: None Prerequisite(s): None SWK660 Research 2: Program Evaluation 4 Semester Credits Building on the basic research skills developed in Research Methods, this course offers a program-oriented exploration of the range of research methods used in social work. There will be a particular focus on evaluative research, a critique of the role of research in assessing efficiency and effectiveness in social service delivery, and identification with the responsibility of social workers “to expand the knowledge base” of social work. The course emphasizes research as a tool at all levels of social work and will be concerned with strengthening the linkages between research, theory, and program evaluation. Core Curriculum Component: None 284 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None SWK667 Organizations/Social Administrative Practice 1 3 Semester Credits This course examines organizational theory and structure; processes of development, research, and evaluation; and social work values and ethics in the workplace. The need to work effectively within an organizational context means that social work practitioners must acquire a level of expertise in organization theory, dynamics, structure, and behavior, as well as an understanding of how organizations provide practice opportunities and constraints. This course provides opportunities for students to build the necessary skills to become effective service providers or change agents in the context of their work in social service organizations. Core Curriculum Component: None Prerequisite(s): None SWK668 Organizations/Social Administrative Practice 2 3 Semester Credits This course builds on the theoretical knowledge base of SWK 667 and is intended to provide students with opportunities to apply those critical skills used in supervision and management. These skills are intended as a base for the beginning administrator. This course expects the student to develop specific skills in budgeting and personnel/human resource functions (e.g., recruitment, selection, hiring, training, and evaluation). Core Curriculum Component: None Prerequisite(s): SWK667(Organizations/Social Administrative Practice 1) SWK669 Organizations/Social Administrative Practice 3 3 Semester Credits This course explores strategies and methods for working effectively with other service agencies, legislative and policymaking bodies, regulatory agencies, and advocacy groups. Core Curriculum Component: None Prerequisite(s): SWK668(Organizations/Social Administrative Practice 2) SWK670 Multicultural Macro Practice Policy 4 Semester Credits This course examines theories, concepts, and analytical frameworks for analyzing policy. It addresses the role of economics, demographics, politics, values, and other relevant factors on policy design and implementation. The course emphasizes the analysis of selected existing or proposed policies in such areas as social insurance (e.g., Social Security), welfare reform, health care, long-term care, and tax policy including tax expenditures. Core Curriculum Component: None Prerequisite(s): None SWK671 Multicultural Macro Practice Planning 3 Semester Credits This course examines theoretical and conceptual ideas concerning human services, their rationale in a market economy, and their relationship to public policy. Students will gain knowledge and build skills in the planning, implementation, and evaluation of services at various levels of system design, taking into account organizational, financial, and technological dimensions within an analytical framework of defined need and demand for service. 285 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): None SWK698 Independent Study 4 Semester Credits Students may propose to complete an independent study project. Such directed study projects provide the opportunity for a student to explore a particular area of social work. A faculty sponsor must be secured and a proposal submitted to the Social Work Department. On rare occasions, an independent study may be used to satisfy the general elective requirement. Prior approval is required. Courses that are part of the required curriculum may not be taken as independent study. Core Curriculum Component: None Prerequisite(s): None SWK699 General Elective 2 Semester Credits Students in both concentrations complete at least one general elective course for graduation. The following are examples of offerings that are rotated each year: Parent and Professional Planning, Interdisciplinary Perspectives on Aging, Cognitive Behavioral Therapy in Social Work Clinical Practice, Spirituality and Social Work Practice, Empowerment of Services Users in Mental Health. We also offer short-term electives abraod: Exploring Human Services in International Settings (examples include Mexico, Slovenia, Namibia, South Africa, India, China, and Hong Kong) Core Curriculum Component: None Prerequisite(s): None SWK998 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None SWK999 Graduate Program Active Status 0 Semester Credits Core Curriculum Component: None Prerequisite(s): None THP THP111 Theater Practicum: Acting/Performance 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP112 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. 286 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP113 Theater Practicum: Sets 0 Semester Credits Production set construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP114 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP115 Theater Practicum: Stage Management-small project 0 Semester Credits Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP116 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP117 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP121 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP122 287 Augsburg College 2015-2016 Course Descriptions Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP123 Theater Practicum: Costumes 0 Semester Credits Production costume construction. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP124 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP125 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP126 Theater Practicum: Stage Management-large project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP127 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP131 Theater Practicum: Acting/Performance 0 Semester Credits 288 Augsburg College 2015-2016 Course Descriptions Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP132 Theater Practicum: House Management 0 Semester Credits Managing front of house activities and ushers for main-stage shows. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP133 Theater Practicum: Lights 0 Semester Credits Production lighting crew or light console operator. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP134 Theater Practicum: Running Crew 0 Semester Credits Work on running crew for main-stage production: light or sound board operation, dresser/costume crew; stage and production manager for final scenes from Stage Direction class. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP135 Theater Practicum: Stage Management-small project 0 Semester Credits Participate as a member of a stage management team for a workshop or student-directed project. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP136 Theater Practicum: Stage Management-large Project 0 Semester Credits Participate as a member of a stage management team for a main-stage production. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP137 Theater Practicum: Artistic Assistance 0 Semester Credits Assistant to the designer (scenery, lights, costumes, sound), assistant to the director (dramaturgy, choreography/assistant choreography for main-stage production), or a substantial arts management project. Core Curriculum Component: None 289 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): CONSENT(Consent of Instructor) THP141 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THP151 Theater Practicum: Acting/Performance 0 Semester Credits Participation as performer (or as orchestra member) in a main-stage theatrical production, or substantial participation as an actor in a senior directing project or in final scenes for THR 366. Core Curriculum Component: None Prerequisite(s): CONSENT(Consent of Instructor) THR THR002 Introduction to Dance 0 Semester Credits This course offers an overview of various exercises and gives an introduction to a variety of movement styles, cultures of dance, and composition. Each class includes a rigorous, physical warm-up, mixing yoga, conditioning, and modern dance. Core Curriculum Component: None Prerequisite(s): None THR005 Modern Dance and Improvisation 0 Semester Credits Students will learn various phrases of movement incorporating floor exercises and will learn to travel through space using level, volume, and floor pattern. Improvisational techniques will be introduced and students will create short improvisational pieces. (NOTE: Students are allowed to use only one of THR/HPE 002, 003, 004, or 005 to fulfill the lifetime sports requirement.) Core Curriculum Component: None Prerequisite(s): None THR116 Creative Drama: Acting and Improvisation 4 Semester Credits A study of theatrical movement, voice, mime, mask, improvisation, acting and storytelling with an emphasis on active participation, creation of an original performance, and reflective writing. This course is primarily designed for nonmajors and does not fulfill credit toward the theatre arts major. Attendance at theatre productions required. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR199 Internship 290 Augsburg College 2015-2016 Course Descriptions 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR222 Introduction to Theater 4 Semester Credits Introduction to Theatre is an examination of theatre as an artistic form and focuses on the appreciation and value of theatre in society. Focus on historical periods, plays, artists, basic concepts, and techniques of the play production process. Students attend and review stage productions. This course is primarily designed for non-majors and does not fulfill credit toward the theatre major. Core Curriculum Component: Fine Arts Prerequisite(s): None THR226 Movement for Theater 4 Semester Credits A study of the principles of movement used in the art of acting. Students will improve their use of energy, concentration, balance, control, clarity, timing and spontaneity through practical exercises. This course uses established theory and techniques in neutral mask, Asian martial arts, and physical and vocal characterization exercises. Students will examine various performance paradigms and see professional productions. Core Curriculum Component: None Prerequisite(s): None THR228 Introduction to Stagecraft 4 Semester Credits An introduction to the backstage world of the theater: its organization, crafts, and creative processes. Students will execute practical projects, attend theater tours, see professional productions, and participate in the Theater Department productions. Open to all students. Thirty-hour lab requirement. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR230 Scenic Painting: Paint for Stage, Film and Faux Application 4 Semester Credits Scenic Painting is an introductory study of the art of scenic painting for the stage, film, and faux application. Through a series of foundational painting projects, reading assignments, informal lecture, discussion, and a final cumulative painting project students will develop the required skills and understanding of what it means to be a scenic artist and what role the scenic artist plays in artistry of theatre and film. Core Curriculum Component: Fine Arts Prerequisite(s): None THR232 Acting 4 Semester Credits 291 Augsburg College 2015-2016 Course Descriptions An introduction to the art of acting. Focus on physical, mental, and emotional preparation, and exploration of the creative approach to scene and character study in American drama, culminating in public performance. Students attend and review local professional productions. Core Curriculum Component: Engaging Minneapolis, Fine Arts Prerequisite(s): None THR233 Acting For Camera 4 Semester Credits An exploration of acting principles and techniques as it enhances and applies to on-camera effectiveness. This co-taught studio course also includes technology elements which support acting on camera. (Fall, even years) Core Curriculum Component: None Prerequisite(s): None THR235 Skills of Music Theater 4 Semester Credits An interdisciplinary approach to the topic using music and theater techniques to develop the student’s basic skills of music theater. Concepts of diverse music theater forms are introduced. Course includes reading, writing, research, class discussion, exercises, small and large group participation, memorization, and public performance. Students will attend and review live productions. (Spring, even years) Core Curriculum Component: Fine Arts Prerequisite(s): None THR237 Dance for Musical Theater 4 Semester Credits Introduction to movement technique in two dance styles. Students will learn fundamental skills in and aesthetics of dance technique, as well as the socio-historical content and meaning of various dance forms, with a particular focus on the representation of individual and cultural identity through movement. Core Curriculum Component: Fine Arts Prerequisite(s): None THR245 Introduction to Asian and Asian American Theater 4 Semester Credits A survey of the theatrical performance styles, aesthetic theories, and plays of traditional Asian and Asian American cultures. The course includes lectures, films, videos, and demonstrations by visiting performers. Attendance at local theater productions required. Students will be required to pay for theater production tickets. Core Curriculum Component: Fine Arts Prerequisite(s): None THR250 Script Analysis: Foundations of Theater 4 Semester Credits This foundations class focuses on major principles and fundamentals of theater literary analysis and research and uses discussion, writing, performance, and projects as ways to interpret a dramatic script for academic and artistic purposes. 292 Augsburg College 2015-2016 Course Descriptions Close readings of plays from various genres and in-depth research projects will enable students to learn and apply skills they will use in more advanced courses. Core Curriculum Component: None Prerequisite(s): None THR255 Introduction to Musical Theater 4 Semester Credits The course examines American musical theater in societal, cultural, and historical context with special attention to the representation of race, class, gender, and sexuality onstage. Through active discussion and written assignments, students will engage with specific musicals through the examination of cultural artifacts, live and recorded performances, and popular and scholarly texts. Core Curriculum Component: Fine Arts Prerequisite(s): None THR265 Computer Drafting for Stage and Architecture 4 Semester Credits An introduction to drafting on the computer. Students will learn how to use basic commands to input information, organize, lay out, and print 2-D drafting plates, with an emphasis on drafting for the theater. Core Curriculum Component: Fine Arts Prerequisite(s): 1 of MAT103(Everyday Math), MAT103(Everyday Math), MPL(Math Placement Level 2) THR270 Introduction to Black Theater 4 Semester Credits An examination of the principles, major movements, and fundamentals of theater by and about African Americans. It examines the historical, political, and cultural context of Black Theater and focuses on plays written by African American playwrights. Core Curriculum Component: Fine Arts Prerequisite(s): None THR275 Lighting and Sound for the Stage 4 Semester Credits A practical study of the lighting and sound design processes for theater and beyond. This course leads the student stepby-step from script analysis through final execution of both a lighting and sound design. Basic principles of light and sound, as well as equipment, will be addressed. Core Curriculum Component: Fine Arts Prerequisite(s): None THR280 Costumes and Makeup for Performance 4 Semester Credits A practical study of the costume design and makeup application processes for theater and beyond. Topics covered include period research, sketching, rendering, fabric selection, fabric draping, and basic sewing techniques, as well as introductory techniques in stage makeup application and design. Core Curriculum Component: Fine Arts 293 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None THR295 Topics 4 Semester Credits An introduction to selected theater arts-related topics not regularly offered in lower division classes. The specific topics to be offered will include travel abroad courses. In addition, this THR 295 designation will fulfill an LAF requirement for Fine Arts. Core Curriculum Component: None Prerequisite(s): None THR299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None THR325 Playwriting I 4 Semester Credits An introductory course in writing for theater and performance. Students will learn the basics of dramatic structure, character development, and theatrical language, as well as techniques for the development of playscripts from idea to complete draft. (THR 250 or ENL 226 recommended. Spring, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level) THR326 Playwriting II 4 Semester Credits A playwriting workshop with emphasis on the revision process and the continued development of craft. Students will revise, redraft, and polish an original one-act play, as well as create one new, short piece of theatrical writing. Prerequisite: THR 325 or ENL 325. Core Curriculum Component: None Prerequisite(s): 1 of ENL325(Playwriting I), THR325(Playwriting I); 1 of ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters) THR328 Theatrical Design 4 Semester Credits Introduction to the design process for the stage. Each student will execute four design projects for scenery, costumes, lighting, and sound, using a research-based design process. The class will take theater tours and host visiting artists. Core Curriculum Component: None Prerequisite(s): None THR350 Voice for Speech, Stage and Screen 4 Semester Credits 294 Augsburg College 2015-2016 Course Descriptions A study of vocal skills including tone production, breathing, placement, relaxation, resonating, articulating, listening, introduction to phonetics, and the vocal mechanism. This course will use established exercises and theories in several methodologies of vocal training. Theory and practice are combined in oral projects, reports and papers, voice tapes, and individual coaching. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): None THR361 Theater History and Criticism I 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the classical Greek through the French Neoclassical period. Reading a range of texts (including plays), writing a research paper, and attendance at local theater productions are required. Need not be taken sequentially with THR 362. (Fall, even years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR362 Theater History and Criticism II 4 Semester Credits An overview of theater history, dramatic literature, and criticism from the English Restoration through contemporary performance. Reading a range of texts (including plays), writing a research paper, and attending local theater productions are required. Need not be taken sequentially with THR 361. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): 1 of ENG111(Effective Writing), ENL111(Effective Writing), ENL112(Advanced Effective Writing), HON111(Effective Writing for Liberating Letters), WPL(Writing Placement Level); THR250(Script Analysis: Foundations of Theater) THR365 Advanced Acting 4 Semester Credits This course provides students with performance skills and the ability to recognize differentiating clues that identify the style of a play. Through class exercises, scene study, and character analysis, students will gain insight into the performance demands of a specific style. Emphasis is on a variety of roles from the classics (Shakespeare, French Neoclassicism, Restoration Comedy, realism, and nonrealism), culminating in a public recital. (Fall, odd years) Core Curriculum Component: None Prerequisite(s): THR232(Acting), THR250(Script Analysis: Foundations of Theater), THR362(Theater History and Criticism II) THR366 Stage Direction 4 Semester Credits A study of the basic principles and skills of stage direction: directing concepts and methodologies, stage techniques, terminologies, script analysis; rehearsal planning and techniques; blocking, stage dynamics, working with actors, and the overall staging of a play. Theories of directing are also examined. (Prereq.: junior or senior standing) Core Curriculum Component: None Prerequisite(s): THR362(Theater History and Criticism II) 295 Augsburg College 2015-2016 Course Descriptions THR397 Internship 2 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None THR425 New Methodologies of Stage Direction and Dramaturgy 4 Semester Credits This course will examine principles and practices of the modern and contemporary stage director as auteur. We will study radical reinterpretations of classic plays by such directors as Meyerhold, Mnouchkine, and Sellars, and explore and apply some of their methodologies in workshops and projects. Students will gain insights into postmodernism and deconstruction in regard to stage direction and contemporary theater. Core Curriculum Component: None Prerequisite(s): THR366(Stage Direction) THR499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB URB111 City Life: Introduction to Urban Sociology 4 Semester Credits How is community possible in the context of multicultural, social, and political forces that are characteristic of urban life? The cultural and structural dynamics of the Twin Cities are a basis for exploring these themes. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None URB199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB295 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None 296 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None URB299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB395 Topics in Metro-Urban Studies 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB399 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None URB492 The City and Environment Keystone 4 Semester Credits Intended for advanced Metro-Urban and Environmental Studies majors, this course requires the successful completion of an applied group project or independently-designed thesis. Core Curriculum Component: Keystone Prerequisite(s): 1 of POL483(Political Statistics and Methodology), SOC362(Statistical Analysis); 1 of POL484(Political Analysis), SOC363(Research Methods); SOC381(City and Regional Planning) WEL WEL100 Foundations of Wellness 0 Semester Credits This course is required for all Augsburg students not majoring in Health, Physical Education, or Exercise Science. It is designed to improve the student's knowledge and understanding of select components of wellness such as nutrition, stress reduction, goal setting, and physical fitness and how they contribute to personal lifelong health and well-being. This course incorporates physical activity and is designed to provide the knowledge and skills needed to assess, monitor, and discipline oneself to maintain a lifestyle of wellness. Core Curriculum Component: Foundations of Wellness Prerequisite(s): None WEL102 Recreational Wellness 0 Semester Credits This course is required of all Augsburg students. Recreational activity courses are designed to allow exploration of and improve proficiency in a selected physical activity. Students will be able to demonstrate basic skills and understand strategy and rules of the activity. Core Curriculum Component: Recreational Wellness 297 Augsburg College 2015-2016 Course Descriptions Prerequisite(s): None WST WST199 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST201 Introduction to Gender, Sexuality, and Women’s Studies 4 Semester Credits This multidisciplinary course introduces students to the contributions of women in history, religion, literature, philosophy, sciences, and the arts, and how the questions and methodologies of these disciplines differ when seen from women’s perspectives. Students will also study the diversity of women’s experiences in terms of race, sexual orientation, and class. Core Curriculum Component: Humanities Prerequisite(s): None WST250 Global Perspectives on Gender and Sexuality 4 Semester Credits This course will explore global contemporary issues of sexuality and gender, examining topics such as reproductive justice, globalization, sex trafficking, mail-order brides, popular culture, religious fundamentalism, militarization, memory, and the transnational politics of food. We will develop a framework for thinking about the ways that gender, nationality, race, sexuality, geography, and social class affect women’s identities, experiences, and statuses. Core Curriculum Component: Humanities Prerequisite(s): None WST281 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST305 Introduction to Queer Studies 4 Semester Credits A study of basic issues surrounding sexual orientation in the contemporary U.S. culture including various disciplinary perspectives and theory. The course may include guest speakers, a service-learning component at local GLBT/supporting agencies, and some travel and experiences in the Twin Cities, as well as an immersion experience outside of class time. Required experiential education fee. 298 Augsburg College 2015-2016 Course Descriptions Core Curriculum Component: None Prerequisite(s): WST201(Foundations in Women's Studies) WST313 Environmental Theology and Ethics 4 Semester Credits An overview of contemporary theology and theologically-based approaches to environmental ethics using studies of environmental problems in South, Central, and North America. Core Curriculum Component: None Prerequisite(s): None WST315 Margins as Center: Feminist Theory 4 Semester Credits This multidisciplinary and multicultural feminist theory course focuses on the global voices often marginalized by the feminist canon. A variety of texts - including personal narratives, political statements, origin stories, and empirical studies - will be analyzed to highlight different theoretical approaches and multiple feminisms. Core Curriculum Component: None Prerequisite(s): None WST324 Liberationist, Feminist, Queer and Postcolonial Theologies in Latin America 4 Semester Credits Study the range of Latin American liberation theologies that have developed since the 1960s, when Catholic theologians first asserted that God has a "preferential option for the poor" and therefore linked their faith to revolutionary social movements against political and economic oppression. Recently, Latin American theologies have expanded to include feminist, queer, and postcolonial struggles against sexism, heterosexism, and imperialism. Not accepted for credit for students who have taken REL 366. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST335 Contemporary Latin American Women: Texts and Voices 4 Semester Credits This course examines the social construction of gender in Latin American countries and addresses key issues faced by Latin American women today. Includes analysis of poems, excerpts of novels, essays, testimonies, and interviews by and about Latin American women. Aims to help students develop an appreciation for the complexity of diversity of Latin American women’s experiences. Core Curriculum Component: None Prerequisite(s): SPA311(Spanish Conversation and Composition) WST341 Globalization, Social Struggles and the Environment 4 Semester Credits 299 Augsburg College 2015-2016 Course Descriptions Explores issues of globalization and social change in Mexico and analyzes political, social, and economic policies that promote and/or hinder sustainable development from a gender perspective. Particular emphasis will be placed on environmental issues and the causes of migration/emigration and social unrest in Mexico. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST352 Women, Gender, and Social Change in Latin America 4 Semester Credits An exploration of gender politics in Latin America. Particular attention is given to women’s organizing efforts around issues of domestic and political violence, ecology, human rights, democracy, political participation, and revolutionary social change. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST353 Political and Social Change in Namibia 4 Semester Credits This course is an integrative seminar for the semester and examines the legacy of apartheid in Namibia with particular focus on the social and political movements that have evolved in the struggle for independence. Core Curriculum Component: Social and Behavioral Sciences Prerequisite(s): None WST355 Cultural Conflict and Change in Latin America 4 Semester Credits An exploration of selected topics and case studies from Latin American history with special emphasis on the role of women in history. Focuses on the development of gender, class-based, and racial/ethnic oppression and the history of resistance and social change in Latin America from the conquest to the present day. Examines the Pre-Columbian period, the conquest and colonial periods, and concludes with the post-war period in Central America. Core Curriculum Component: Humanities Prerequisite(s): None WST357 Mexican History, Culture and Cosmovision 4 Semester Credits An exploration of Latin American history from Pre-Columbian times through the conquest and colonial periods up to modern Latin America. The course will use a gendered lens to focus on Mexican history, culture and cosmovision. Core Curriculum Component: Humanities Prerequisite(s): 1 of HIS101(The Beginning of Western Culture), HIS102(The Shaping of Western Civilization), HIS103(The Modern World), HIS104(The Modern Non Western World), HIS120(America to 1815), HIS121(19th-Century United States), HIS122(20th-Century United States), HIS150(Latin American History), HIS155(Cultural Conflict and Change in Latin America), HIS162(20th-Century South Asia), HIS195(Topics in History), HIS225(History of the Twin Cities), HIS234(Minnesota History), HIS236(American Indian History), HIS241(Topics in African American History), HIS242(History of African American Civil Rights, 1619-1915), HIS243(History of African American Civil Rights, 1915-1972), HIS249(The Designed Environment), HIS280(The History Workshop), HIS282(The History of Women Since 1848), HIS299(Directed Study) WST362 300 Augsburg College 2015-2016 Course Descriptions Walking the Truth: Culture,Gender and Millennium Development Goals in Sub Saharan Africa 4 Semester Credits This broad-based interdisciplinary course explores the influence of cultural values and gender roles on the achievement of the Millennium Development Goals (MDG’s) in sub-Saharan Africa. The social determinants of health and illness— economic realities, education levels, governmental policies, access to technology, and the availability of health care providers—are examined relation to the unequal burdens of suffering and disease evident in Africa. Leadership skills that promote MDG achievement in local, regional, and national contexts are identified and applied through experiential practical learning activities, lecture, and dialog. Core Curriculum Component: None Prerequisite(s): None WST366 Latin American Liberation Theologies 4 Semester Credits An exploration of Latin American theologies of liberation and their relationship to social/political transformation. Examines key theological concepts, critiques, and practical implications. Core Curriculum Component: Humanities Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) WST396 Internship 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST399 Internship 4 Semester Credits Core Curriculum Component: Augsburg Experience Prerequisite(s): None WST481 Topics 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None WST485 Senior Seminar 4 Semester Credits 301 Augsburg College 2015-2016 Course Descriptions This advanced course will include student research and presentations that incorporate feminist theory. The seminar is required of all majors and satisfies the Keystone requirement. It is also required of minors who do not elect to do an independent study (499). It is offered at a different college each semester and may be taken in conjunction with WST 490. Core Curriculum Component: None Prerequisite(s): None WST490 Keystone 0 Semester Credits This course provides a Keystone component for all WST majors. Core Curriculum Component: Keystone Prerequisite(s): None WST499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM YFM205 Exploring Topics in Youth and Family Ministry 2 Semester Credits Exploring Topics in Youth and Family Ministry features a selection of half-credit courses in which students may further focus upon ministry topics introduced in YFM 235 and elsewhere. Special ministry topics will vary from year to year and include such subjects as outdoor ministry, service-learning, program administration and planning, youth culture and religion, communications, media, music and ministry, and ministry with youth on the margins. Core Curriculum Component: None Prerequisite(s): None YFM208 Vocational Formation I 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s second year. Students will complete an entrance process into the major, participate in monthly cohort groups, monthly roundtables, attend multiple spiritual direction sessions, and attend a vocational formation retreat. Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM209 Vocational Formation II 0 Semester Credits A non-credit requirement for all students majoring in youth and family ministry that is to be completed by the end of the student’s final year. Students will complete a professional portfolio, participate in monthly cohort groups, monthly 302 Augsburg College 2015-2016 Course Descriptions roundtables, have multiple meetings with an assigned mentor from the field, and attend one approved professional conference or workshop. Core Curriculum Component: None Prerequisite(s): YFM208(Vocational Formation I) YFM232 Peer Ministry: Principles and Leadership 4 Semester Credits Students learn to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listener/helper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM235 Foundations for Ministry with Youth and Families 4 Semester Credits An introductory level study in which the biblical, theological, and historical foundations of ministry with youth and families are explored. Students will also be introduced to the principles of practical theology and learn the skills and sensibilities necessary for discerning what faithful ministry might look like in a specific location. Students will be required to complete service learning with youth in a Christian ministry setting. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM299 Directed Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM305 Ministry Practices 4 Semester Credits This course emphasizes the day-to-day sensibilities, skills, and practices needed for the grounding and guiding of ministry professionals. An exploration of the history and development of the spiritual practices of the Christian tradition, combined with modern practices used for effective ministry, make up the major themes of this course. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology); YFM235(Foundations for Ministry with Youth and Families) YFM316 Church and Culture in Context 4 Semester Credits 303 Augsburg College 2015-2016 Course Descriptions A study of culture, church life, and the contemporary religious situation in another country. An exploration of the roles of households, congregations, and other ministry organizations in shaping and nurturing faith as compared to the United States. Short-term travel seminar, available as offered. Core Curriculum Component: Search for Meaning II Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) YFM358 Life and Work of the Church 4 Semester Credits This course features an overview of the manner in which Christianity has carried out its mission throughout the centuries, as well as an exploration of the issues and challenges facing modern and “postmodern” churches. A central element of this course will be a research project that studies the methods and strategies of congregations and other ministry organizations in their efforts to introduce, nurture, and shape the Christian faith. Core Curriculum Component: Search for Meaning II Prerequisite(s): YFM235(Foundations for Ministry with Youth and Families) YFM398 Internship 2 Semester Credits Core Curriculum Component: None Prerequisite(s): None YFM399 Internship 4 Semester Credits The internship centers around 150 hours of supervised leadership practice focused on youth and families, fulfilled in partnership with a congregation or other approved ministry setting. A formal learning agreement as well as the development of a professional portfolio round out the internship experience. Core Curriculum Component: Augsburg Experience Prerequisite(s): 1 of YFM305(Ministry Practices), YFM358(Life and Work of the Church); CONSENT(Consent of Instructor) YFM499 Independent Study 4 Semester Credits Core Curriculum Component: None Prerequisite(s): 1 of HON100(Christian Vocation & Search for Meaning I), REL100(Christian Vocation and the Search for Meaning I), REL111(Introduction to Theology), REL221(Biblical Studies), REL300(Bible, Christian Theology and Vocation), REL331(Foundations in Bible and Theology) 304
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